Department
of Curriculum and Instruction

College of Education

University of Illinois, Urbana-Champaign

310
Education Building

1310 S. 6th St.

Champaign,
IL 61820

Phone: 217/333-4791

Email: baroody@uiuc.edu

Professor of Curriculum and Instruction, Elementary Mathematics Education (Ph.D., Cornell University, 1979; B.S., Cornell University, 1969).

Author of the following books: *Children's Mathematical Thinking:
A Developmental Framework for Preschool, Primary, and Special Education
Teachers (c. 1987, Teachers College Press); Fostering Children's Mathematical
Power: An Investigative Approach to K-8 Mathematics Instruction (c. 1998,
Erlbaum Associates); A Guide to Teaching Mathematics in the Primary Grades
(c. 1989, Allyn & Bacon); *and *Problem Solving, Reasoning, and
Communicating (K-8): Helping Children Think Mathematically (c. 1992, Merrill).*
For more information about the latest book (*Fostering Children's Mathematical
Power)*, see www.ed.uiuc.edu/facstaff/baroody/newbook.html.

Co-editor with Ann Dowker (Oxford University) of *The Development of
Arithmetic Concepts and Skills: Recent Research and Theory*(in press,
Erlbaum Associates). This book will become a part of the "Studies
in Mathematical Thinking and Learning" series (Alan Schoenfeld, series
editor).

Honors include College of Education Distinguished Senior Scholar (1998); invited discussant at the NIH Mathematical Cognition Conference (Washington, DC, April 1998); College of Education Scholar (1990); and Genesso Valley School Development Association Merit Award for outstanding achievement in applied research/educational innovation (1985).

Research interests include the teaching and learning of basic counting,
number, and arithmetic concepts and skills by young children and those
with learning difficulties. Research foci include the development of (a)
counting principles, (b) arithmetic concepts such as commutativity, and
(c) basic number-fact mastery. Author of over 45 journal articles including
several publications in the *American Journal of Mental Deficiency (Retardation),
Arithmetic Teacher, Cognition and Instruction, Developmental Review, Education
and Training of the Mentally Retarded, Journal for Research in Mathematics
Education, Journal of Experimental Child Psychology, and Teaching Exceptional
Children.* Recent book chapters include:

Baroody, A. J., Wilkins, J. L. M., & Tiilikainen, S. (in press).
The development of children's understanding of additive commutativity:
From protoquantitative concept to general concept? In A. J. Baroody &
A. Dowker (Eds.), *The development of arithmetic concepts and skills:
Recent research and theory.* Mahwah, NJ: Erlbaum Associates.

Baroody, A. J. (1999). The development of basic counting, number, and
arithmetic knowledge among children classified as mentally retarded. In
L. M. Glidden (Ed.), *International review of research in mental retardation,
Vol. 22.* New York: Academic Press.

Baroody, A. J., & Wilkins, J. L. M. (1999). The development of informal
counting, number, and arithmetic skills and concepts. In J. Copeley (Ed.),
*Mathematics in the early years, birth to five.* Reston, VA: National
Council of Teachers of Mathematics.

Baroody, A. J. (1996). An investigative approach to teaching children
labeled learning disabled. In D. K. Reid, W. P. Hresko, & H. L. Swanson
(Eds.), *Cognitive approaches to learning disabilities* (3rd ed.)
(pp. 545-615). Austin, TX: Pro-Ed.

Baroody, A. J. (1993). Fostering the mathematical learning of young
children. In B. Spodek (Ed.), *Handbook of research in early childhood
education* (pp. 151-175). New York: Macmillan.

Baroody, A. J., & Standifer, D. J. (1993). Addition and subtraction.
In R. Jensen (Ed.), *Early Childhood Mathematics* (pp. 72-102), a
volume of the National Council of Teachers of Mathematics Research Interpretation
Project. New York: Macmillan.

Last updated: August 2, 1998