Arthur J. Baroody

1

Arthur J. Baroody

VITA

Arthur J. Baroody

November3, 2016

Department of Curriculum & Instruction (C&I)
College of Education (COE)
University of Illinois at Urbana-Champaign (UIUC)
Champaign, IL 61820

email: / Morgridge College of Education (COE)
University of Denver
Denver, CO 80210
email:

Education

Cornell UniversityB.S. 6/69Science education major; New York State Certification as a secondary general science and biology teacher.

Cornell UniversityPh.D. 1/79Educational psychology major; cognitive development

and social and personality development minors.

Professional Experience

University of Denver 6/13–present Senior Research Fellow, Morgridge COE.

UIUC 9/09–present Professor Emeritus of C&I, COE.

UIUC8/94–8/09Professor, C&I, COE.

UIUC8/89–8/94Associate Professor, C&I, COE.

UIUC8/99–8/01 andJoint appointment with the Bureau of Educational

8/87–8/90 Research, COE.

UIUC8/86–7/89Assistant Professor, Department of Elementary

and Early Childhood Education, COE.

University of Rochester4/83–8/86Research Associate, Center for the Study of Psychological Development (CSPD), Graduate School of Education and Human Development (GSEHD).

University of Rochester7/81–3/83Assistant Professor of Education (part-time), CSPD, GSEHD.

University of Rochester2/80–6/81Research Associate (H. P. Ginsburg’s NIE Research Grant: “Cognitive Development Approach to Mathematics Learning Difficulties”), CSPD, GSEHD.

Keuka College8/78–6/80Assistant Professor of Developmental Psychology.

Grants

“Development of the Electronic Test of Early Numeracy” (e-TEN; FAIN 1621470),A. J. Baroody (PI), funded by the National Science Foundation (NSF); 9/15/16–6/30/21; $2,777,614.

“Evaluating the Efficacy of Learning Trajectories in Early Mathematics” (R305A150243),D. Clements, J. Sarama, A. J. Baroody (co-PI), and D. J. Purpura, awarded to the University of Denver by the Early Learning Programs andPolicy, Institute of Education Sciences (IES), U.S. Department of Education (USDE); 7/1/15–6/30/19; $3,453,981.

“The Production of Background Research for the National Governors’ Association (NGA) Center Project on Early Mathematics,” Douglas Clements, Arthur J. Baroody (co-PI), and Julie Sarama;7/19/13–11/31/13; $25,000.

“UIUC Postdoctoral Research Training Program in Mathematics Education” (R305B1000017), Sarah Lubienski, Arthur J. Baroody (co-PI), and Joseph Robinson, funded by IES/USDE; 3/1/2010–8/15/2016; $655,000.

“Fostering Fluency with Basic Addition and Subtraction” (R305A080479), A. J. Baroody (PI), fundedbyIES/USDE; 7/1/2008–6/30/2013; $3,099,995.

“Computer-guided Comprehensive Mathematics Assessment for Young Children” (R01HD051538), Herbert P. Ginsburg (Teachers College) and Arthur J. Baroody (co-PI), funded by the Program in Early Learning and School Readiness, Child Development and Behavior Branch, National Institute of Child Health and Human Development (NICHD), National Institutes of Health (NIH); 10/1/2005–9/30/2010; $3,170,839 ($479,940, UIUC subcontract).

“Developing an Intervention to Foster Early Number Sense and Skill” (R305K050082), A. J. Baroody (PI), funded by the Institute of Education Sciences, U.S. Department of Education (6/16/2005–6/15/2009; $1,499,965).

“Key Transitions in Preschoolers’ Number and Arithmetic Development: The Psychological Foundations of Early Childhood Mathematics Education” (200400033), A. J. Baroody (PI) and K. S. Mix (Indiana University/Michigan State University), funded by the Spencer Foundation; 7/1/2003–12/31/2008; $460,031.

“Foundations of Number and Operation Sense” (BCS-0111829), A. J. Baroody (PI), co-funded by the Developmental & Learning Science and the Research on Learning & Education programs, NSF; 9/1/2001–8/31/2005; $287,485.

“Exploring the Mental Representation of Basic Number-Fact Knowledge,” A. J. Baroody, Summer Research Support, College of Education, UIUC (Summer, 1998).

“Early Arithmetic Development,” A. J. Baroody, University of Illinois Research Board grant (AY1997– 98).

Grants(continued)

“Fostering Adaptive Expertise in Mathematics Among Children Labeled Mentally Handicapped,” A. J. Baroody, Summer Research Support, College of Education, UIUC (Summer, 1997).

Instructional Minigrant, College of Education, UIUC (AY 1990–91).

“The Instruction and Evaluation of Gifted and Mathematically Precocious Preschool and Primary Children,” A. J. Baroody, University of Illinois Research Board grant (AY 1990–91).

CIC Minority Sponsor grant (College of Education), UIUC (Summer, 1989).

“Chronometric Investigations of the Role of Relational Knowledge in the Mental Representation of Number Combinations,” A. J. Baroody. University of Illinois shoestring grant (AY 1988–89).

“The Role of Relational Knowledge in the Learning and Mental Representation of Number Combinations,” A. J. Baroody, University of Illinois Research Board grant (AY 1987–88, refunded Summer 1988).

“Children’s Mathematical Thinking: Video Workshops for Educators,” H. P. Ginsburg (PI) and

A. J. Baroody (co-PI), NSF Grant Number MDR-8470191 (1985–88).

“Basic Mathematics Learning in TMR and EMR Children,” A. J. Baroody (PI) and H. P. Ginsburg (co-PI), NICHD (NIH) Research Grants HD16757-01 (1983–84) and HD16757-02 & -03 (1984-86).

Journal Articles Since 2001 (*indicates a refereed publication; † denotes an invited publication.)

†Baroody, A. J., & Li, X. (2016). The construct and measurement of spontaneous attention to number.European Journal of Developmental Psychology, 10, 135–165.doi: 10.1080/17405629.2016.1147345

*Baroody, A. J., Purpura, D. J., Eiland, Reid, E. E., & Paliwal, V. (2016). Does fostering reasoning strategies for relatively difficult basic combinations promote transfer? Journal of Educational Psychology,108, 576–591.doi: 10.17105/SPR44-1.41-59

*Purpura, D. J., Baroody, A. J., Eiland, M. D., & Reid, E. E. (2016). Fostering first-graders' reasoning strategies with basic sums: The value of guided-training. Elementary School Journal.117, 72–100.doi: 10.1086/687809

*Reid, E. E., Baroody, A. J., & Purpura, D. J. (2016). Assessing young children’s number magnitude representation: a comparison between novel and conventional tasks. Journal of Cognition and Development, 16, 759–779.doi:10.1080/15248372.2014.920844

*Baroody, A. J., Purpura, D. J., Eiland, M. D., & Reid, E. E. (2015). The impact of highly and minimally guided discovery instruction on promoting the learning of reasoning strategies for basic add-1 and doubles combinations. Early Childhood Research Quarterly,30, 93–105. doi: 10.1016/j.ecresq.2014.09.003

†*Li, X., Chi, L., DeBey, M., & Baroody, A. J. (2015). A study of early childhood mathematics teaching in the U.S. and China.Early Education and Development, 26. doi: 10.1080/10409289.2015.994464

*Purpura, D. J., Reid, E. E., Eiland, M. D., & Baroody, A. J. (2015). Using a brief preschool early numeracy skills screener to identify young children with mathematics difficulties. School Psychology Review, 44, 41–59.

*Baroody, A. J., Purpura, D. J., Eiland, M. D., & Reid, E. E. (2014). Fostering first-graders’ fluency with basic subtraction and larger addition combinations via computer-assisted instruction. Cognition and Instruction, 32, 159–197.doi: 10.1080/07370008.2014.887084

*Li, X., & Baroody, A. J. (2014). Young children's spontaneous attention to number and verbal quantification skills.European Journal of Developmental Psychology, 11(5), 608–623. doi: 10.1080/17405629.2014.896788

*Li, X., Sun, Y., Baroody, A. J., & Purpura, D. J. (2013). The effect of language on Chinese and American 2- and 3-Year olds’ small number identification.European Journal of Psychology of Education, 28(4), 1525–1542.doi: 10.1007/s10212-013-0180-7

*Baroody, A. J., Eiland, M. D., Purpura, D. J., & Reid, E. E. (2013). Can computer-assisted discovery learning foster first graders’ fluency with the most basic addition combinations?American Educational Research Journal, 50, 533–573.doi: 10.3102/0002831212473349

*Purpura, D. J., Baroody, A. J., & Lonigan, C. J. (2013). The transition from informal to formal mathematical knowledge: Mediation by numerical knowledge. Journal of Educational Psychology, 105, 453–464.doi: 10.1037/a0031753

*Baroody, A. J., Eiland, M. D., Purpura, D. J., & Reid, E. E. (2012). Fostering kindergarten children’s number sense. Cognition and Instruction, 30(4), 435–470. doi: 10.1080/07370008.2012.720152

*Palmer, A., & Baroody, A. J. (2011). Blake’s development of the number words “one,” “two,” and “three.” Cognition & Instruction, 29(3), 265–296.doi: 10.1080/07370008.2011.583370

†*Baroody, A. J., Bajwa, N. P., & Eiland, M. D. (2009). Why can’t Johnny remember the basic facts? Developmental Disabilities Research Reviews, 15, 69–79. (Special issue on “Pathways to Mathematical Learning Disabilities,” guest edited by M. Mazzocco.)

Journal Articles Since 2001(continued)

*Baroody, A. J., Eiland, M. D., & Thompson, B. (2009). Early Education and Development, Fostering at-risk preschoolers' number sense, 20, 80–120.

†*Baroody, A. J., Lai, M. L., Li, X., & Baroody, A. E. (2009). Preschoolers’ understanding of subtraction-related principles. Mathematics Thinking and Learning, 11, 41–60.(Special Issue on“Young Children’s Understanding and Application of Subtraction-Related Principles,” guest edited by L. Verschaffel & J. Torbeyns).

†Baroody, A. J., Torbeyns, J., & Verschaffel, L. (2009).Young children’s understanding and application of subtraction-related principles: Introduction. Mathematics Thinking and Learning, 11, 2–9 (Special Issue on “Young Children’s Understanding and Application of Subtraction-Related Principles,” guest edited by L. Verschaffel & J. Torbeyns). doi: 10.1080/10986060802583873

*Baroody, A. J., Li, X., & Lai, M. L. (2008).Toddlers’ spontaneous attention to number. Mathematics Thinking and Learning, 10, 240–270. doi: 10.1080/10986060802216151

*Lai, M. L., Baroody, A. J., & Johnson, A. R. (2008). Fostering Taiwanese preschoolers’ understanding of the addition-subtraction inverse principle.Cognitive Development, 23, 216–235.

*Baroody, A. J., Feil, Y., & Johnson, A. R. (2007). An alternative reconceptualization of procedural and conceptual knowledge.Journal for Research in Mathematics Education, 38(2), 115–131.

*Baroody, A. J., & Lai, M -L. (2007). Preschoolers’ understanding of the addition-subtraction inverse principle: A Taiwanese sample. Mathematics Thinking and Learning, 9(2), 131–171.

†*Baroody, A. J. (2006). Why children have difficulties mastering the basic number facts and how to help them. Teaching Children Mathematics, 13, 22–31.

*Baroody, A. J., Tiilikainen, S. H., & Tai, Y. (2006). The application and development of an addition goal sketch.Cognition and Instruction, 24, 123–170.

*Baroody, A. J., & Wilkins, J. L. M. (2004). The inverting-a triangular array problem: An opportunity to involve students in the processes of mathematical inquiry. Mathematics Teaching in the Middle School, 9(6), 306–313.

†Baroody, A. J., Cibulskis, M., Lai, M.L., & Li, X. (2004).Comments on the use of learning trajectories in curriculum development and research.Mathematical Thinking and Learning, 6, 227–260.

†Baroody, A. J., & Benson. A. P. (2001). Early number instruction. Teaching Children Mathematics, 8(3), 154–158. Invited piece for the “Early Childhood Corner.”

Baroody, A. J., & Bartels, B. H. (2001). Assessing understanding in mathematics with concept mapping.Mathematics in School, 30(3), 24–27.

*Isenbarger, L. M., & Baroody, A. J. (2001). Fostering the mathematical power of children with behavioral difficulties: The case of Carter. Teaching Children Mathematics, 7(8), 468–471.

*Wilkins, J. L. M., Baroody, A. J., & Tiilikainen, S. H. (2001). Kindergartners’ understanding of additive commutativity within the contexts of word problems.Journal of Experimental Child Psychology, 79, 23–36.

Journal Articles Prior to 2001

†Baroody, A. J. (2000). Does mathematics instruction for three- to five-year-olds really make sense? Young Children, 55(4), 61–67.

*Baroody, A. J., & Bartels, B. H. (2000). Using concept maps to link mathematical ideas. Mathematics Teaching in the Middle School, 5(9), 604–609.

*Baroody, A. J. (1999). Children’s relational knowledge of addition and subtraction.Cognition and Instruction, 17(2), 137–175.

†*Baroody, A. J. (1999). The roles of estimation and the commutativity principle in the development of third-

graders’ mental multiplication. Journal of Experimental ChildPsychology, 74, 157–193.

*Baroody, A. J. (1996). Self-invented addition strategies by children classified as mentally handicapped. American Journal on Mental Retardation, 101(1), 72–89.

*Baroody, A. J. (1995). The role of the number-after rule in the invention of computational short cuts.Cognition and Instruction, 13(2), 189–219.

†*Baroody, A. J. (1994). An evaluation of evidence supporting fact-retrieval models.Learning and Individual Differences, 6(1), 1–36.

*Baroody, A. J. (1993). Early mental multiplication performance and the role of relational knowledge in mastering combinations involving two.Learning and Instruction, 3(2), 93–111.

*Baroody, A. J. (1993). Number sticks: A developmentally appropriate manipulative for introducing number and arithmetic concepts. Teaching Exceptional Children, 26(1), 7–11.

*Baroody, A. J. (1993). The relationship between the order-irrelevance principle and counting skill.Journal for Research in Mathematics Education, 24(4), 415–427.

*Baroody, A. J., & Kaufman, L. C. (1993).The case of Lee: Assessing and remedying a numerical-writing difficulty. Teaching Exceptional Children, 25(3), 14–16.

†*Baroody, A. J. (1992). The development of kindergartners’ mental-addition strategies.Learning and Individual Differences, 4(3), 215–235.

*Baroody, A. J., & Gatzke, M. S. (1991). The estimation of set size by potentially gifted kindergarten-age children. Journal for Research in Mathematics Education, 22(1), 59–68.

†*Baroody, A. J., & Hume, J. (1991). Meaningful mathematics instruction: The case of fractions. Remedial and Special Education, 12(3), 54–68.

*Baroody, A. J. (1990). How and when should place-value concepts and skills be taught? Journal for Research in Mathematics Education, 21(4), 281–286.

*Baroody, A. J. (1989). Kindergartners’ mental addition with single-digit combinations.Journal for Research in Mathematics Education, 20(2), 159–172.

†Baroody, A. J. (1989). One point of view: Manipulatives don’t come with guarantees. Arithmetic Teacher, 37(2), 4–5.

*Baroody, A. J. (1988). A cognitive approach to writing instruction for children classified as mentally handicapped. Arithmetic Teacher, 36(2), 7–11.

*Baroody, A. J. (1988). Mental-addition development of children classified as mentally handicapped. Educational Studies in Mathematics, 19, 369–388.

Journal Articles Prior to 2001(continued)

*Baroody, A. J. (1988). Number-comparison learning by children classified as mentally handicapped. American Journal of Mental Deficiency, 92(5), 461–471.

*Baroody, A. J. (1987). The development of counting strategies for single-digit addition. Journal for Research in Mathematics Education, 18(2), 141–157.

*Baroody, A. J. (1987). Problem size and mentally retarded children’s judgment of commutativity.American Journal of Mental Deficiency, 91(4), 439–442.

*Baroody, A. J. (1986). Basic counting principles used by mentally retarded children. Journal for Research in Mathematics Education, 17(5), 382–389.

*Baroody, A. J. (1986). Counting ability of moderately and mildly mentally handicapped children. Education and Training of the Mentally Retarded, 21(4), 289–300.

Baroody, A. J. (1986). Informal approaches to math instruction. Education Digest, 51(9), 42–44.

*Baroody, A. J. (1986). The value of informal approaches to mathematics instruction and remediation.Arithmetic Teacher, 33(5), 14–18.

*Baroody, A. J. (1985). Mastery of the basic number combinations: Internalization of relationships or facts? Journal for Research in Mathematics Education, 16(2), 83–98.

*Baroody, A. J. (1985). Pitfalls in equating informal arithmetic procedures with specific mathematical conceptions.Journal for Research in Mathematics Education, 16(3), 233–236.

*Baroody, A. J. (1984). The case of Felicia: A young child’s strategies for reducing memory demands during mental addition. Cognition and Instruction, 1(1), 109–116.

*Baroody, A. J. (1984). Children’s difficulties in subtraction: Some causes and cures. Arithmetic Teacher,32(3), 14–19.

*Baroody, A. J. (1984). Children’s difficulties in subtraction: Some causes and questions. Journal for Research in Mathematics Education, 15(3), 203–213.

*Baroody, A. J. (1984). More precisely defining and measuring the order-irrelevance principle.Journal of Experimental Child Psychology, 38(1), 33–41.

*Baroody, A. J. (1984). A re-examination of mental arithmetic models and data: A reply to Ashcraft. Developmental Review, 4, 148–156.

*Baroody, A. J., & Gannon, K. E. (1984). The development of commutativity principle and economical addition strategies.Cognition and Instruction, 1(3), 321–329.

†*Baroody, A. J., Gannon, K. E., Berent, R., & Ginsburg, H. P. (1984). The development of basic formal mathematics abilities. ActaPaedologica, 1(2), 133–150.

*Baroody, A. J. (1983). The development of procedural knowledge: An alternative explanation for chronometric trends of mental arithmetic. Developmental Review, 3, 225–230.

*Baroody, A. J., & Ginsburg, H. P. (1983). The effects of instruction on children’s concept of “equals.” The Elementary School Journal, 84(2), 199–212.

*Baroody, A. J., Ginsburg, H. P., & Waxman, B. (1983). Children’s use of mathematical structure.Journal for Research in Mathematics Education, 14(3), 156–168.

*Baroody, A. J., & Price, J. (1983). The development of the number word sequence in the counting of three year

olds. Journal for Research in Mathematics Education, 14(5), 361–368.

Journal Articles Prior to 2001(continued)

*Baroody, A. J., & Snyder, P. M. (1983). A cognitive analysis of basic arithmetic abilities of TMR children.Education and Training of the Mentally Retarded, 18(4), 253–259.

*Baroody, A. J., & White, M. S. (1983). The development of counting skills and number conservation.Child Study Journal, 13(2), 95–105.

Baroody, A. J. (1982). Are discovering commutativity and more economical addition strategies related? Problem Solving, 4(12), 1–2.

*Baroody, A. J. (1982). Evaluating the validity of Brainerd’s cardinality task. Child Study Journal, 12(2), 79–87.

Baroody, A. J., Berent, R., & Packman, D. (1982). The use of mathematical structure by inner city children.Focus on Learning Problems in Mathematics, 4(2), 5–13.

Baroody, A. J., & Ginsburg, H. P. (1982). Generating number combinations: Rote process or problem solving? Problem Solving, 4(12), 3–4.†Baroody, A. J., & Ginsburg, H. P. (1982). Preschoolers’ informal mathematical skills: Research and diagnosis. American Journal of Diseases of Children, 136, 195–197.

Ginsburg, H. P., Baroody, A. J., & Russell, R. L. (1982). Children’s estimation of addition and subtraction.Focus on Learning Problems in Mathematics, 4(2), 31–46.

*Posner, J. K., & Baroody, A. J. (1979). Number conservation in two West African societies.Journal of Cross-Cultural Psychology, 10(4), 479–496.

*Baroody, A. J., Brumley, S., Hocevar, D., & Ripple, R. E. (1976). Influencing teachers’ attitudes about creativity. Child Study Journal, 6(1), 1–8.

Encyclopedia Articles

Baroody, A. J.(in preparation). Approaches to early mathematics instruction.In D. Couchenour, K. Chrisman, & J. Pyles (Eds.), Sage Encyclopedia of Contemporary Early Childhood Education.

Baroody, A. J. (in preparation). Early Number Representation Development. In D. Couchenour, K. Chrisman, & J. Pyles (Eds.), Sage Encyclopedia of Contemporary Early Childhood Education.

Baroody, A. J., Purpura, D. J., Reid, E. E., Paliwal, V., & Bajwa, N. P. (2013).Early childhood mathematics. In L. Meyer (Ed.), Oxford Bibliographies in Education. New York: Oxford University Press. Online at

Baroody, A. J. (2008). Fostering early numeracy in preschool and kindergarten. In J. Balayeva (Ed.), The Encyclopedia of Language and Literacy Development—an online information source provided by the Canadian Language and Literacy Research Network (CLLRNet) <

Baroody, A. J. (2002a, 2002b). (a) 137–Measurement and the scientific method. (b) 153–Pi. In B. M. Brandenberger, Jr. (Ed.), Mathematics for students: Volume II (Measurement, pp. 4–6). New York: Macmillan Reference, USA.

Baroody, A. J. (1992). Mathematics literacy. In L. R. Williams & D. P. Fromberg (Eds.), Encyclopedia of early childhood education (pp. 342–343 of Chapter 5: The knowledge base and curricula/programs). New York: Garland Publishing, Inc.

Monograph Contribution

†*Baroody, A. J. (2016). Curricular approaches to introducing subtraction and fostering fluency with basic differences in grade 1. In R. Bracho (Ed.), The development of number sense:From theory to practice. Monograph of the Journal of PensamientoNumérico yAlgebraico (Numerical and Algebraic Thought) Vol. 10(3), 161–191.University of Granada.doi: 10.1080/17405629.2016.1147345

†Baroody, A. J., Reid, E. E., & Purpura, D. J. (2013). An example of a hypothetical learning progression: The successor principle and emergence of informal mathematical induction. In R. L. Mayes & L. L. Hatfield (Eds.), WISDOMe Monograph 3 (Quantitative Reasoning in Mathematics and Science Education: Papers from an International STEM Research Symposium). Available at

Chapters Since 2001

†Baroody, A. J. (in preparation). What role should concrete experiences playin early childhood mathematics instruction? In D. Clements & Julie Sarama (with Drs. Carrie Germeroth and Crystal Day-Hess; Guest Eds.), Interventions in Early Childhood Mathematics Education, Volume 53 of Advances in Child Development and Behavior.

†Baroody, A. J., Clements, D., & Sarama, J. (in preparation).Teaching and learning mathematics in early childhood programs. In C. Brown, M. McMullen, & N. K. File (Eds.), Handbook of early childhood care and education (Section III ofCurriculum in Early Childhood Care and Education).Hoboken, NJ: Wiley Blackwell Publishing.

†*Baroody, A. J. (2016). Reasoning and sense making in grades PK-2:Using number and arithmetic instruction as a basis for fostering mathematical reasoning. In M. T. Battista (Ed.), Reasoning and sense making in the elementary grades.Reston, VA: National Council of Teachers of Mathematics.

†*Baroody, A. J., & Purpura, D. J. (2016). Early number and operations: Whole numbers. In J. Cai (Ed.), Compendium for research in mathematics education. Reston, VA: National Council of Teachers of Mathematics.

†Baroody, A. J., Purpura, D. J., & Reid, E. E. (2012). Comments on learning and teaching early and elementary mathematics.In J. Carlson & J. Levin (Eds.), Instructional strategies for improving students’ learning (pp. 163–175). (Psychological Perspectives on Contemporary Educational Issues, Vol. 3.) Charlotte, NC: Information Age Publishing.

†Baroody, A. J. (2011). Chapter 2. Learning: A Framework. In F. Fennell (Ed.), Achieving fluency: Special education and mathematics (pp. 15–57).Reston, VA: National Council of Teachers of Mathematics.

†Baroody, A. J., & Li, X. (2009). Mathematics instruction that makes sense for 2 to 5 year olds. In E. L. Essa & M. M. Burnham (Eds.), Informing our practice: Useful research on young children’s development (pp. 119–135). Washington, DC: The National Association for the Education of Young Children.

Chapters Since 2001 (continued)

†Baroody, A. J. (2008). Why children have difficulties mastering the basic number facts and how to help them. In J. M. Bay-Williams & K. Karp (Eds.), Growing professionally: Readings from NCTM publications for grades K-8 (pp. 284–294). Reston, VA: National Council of Teachers of Mathematics. (Reprint of an August 2006 Teaching Children Mathematics article).

†*Baroody, A. J., Lai, M.-L., & Mix, K. S. (2006).The development of young children’s number and operation sense and its implications for early childhood education. In B. Spodek & O. Saracho (Eds.)Handbook of research on the education of young children(pp. 187–221). Mahwah, NJ: Lawrence Erlbaum Associates.

†*Mix, K. S., Sandhofer, C. M., & Baroody, A. J. (2005). Number words and number concepts: The interplay of verbal and nonverbal processes in early quantitative development. In R. Kail (Ed.), Advances in child development and behavior, Vol. 33 (pp. 305–346). New York: Elsevier.

†*Baroody, A. J. (2004). The developmental bases for early childhood number and operations standards. In D. Clements & J. Sarama (Eds.), Engaging young children in mathematics: Standards for early childhood mathematics education (pp. 173–219). Mahwah, NJ: Lawrence Erlbaum Associates.

†*Baroody, A. J. (2004). The role of psychological research in the development of early childhood mathematics standards. In D. Clements & J. Sarama (Eds.), Engaging young children in mathematics: Standards for early childhood mathematics education (pp. 149–172).Mahwah, NJ: Lawrence Erlbaum Associates.

Baroody, A. J. (2003). The development of adaptive expertise and flexibility: The integration of conceptual and procedural knowledge. In A. J. Baroody & A. Dowker (Eds.), The development of arithmetic concepts and skills: Constructing adaptive expertise (pp. 1–33). Mahwah, NJ: Lawrence Erlbaum Associates.

Baroody, A. J., & Tiilikainen, S. H. (2003). Two perspectives on addition development. In A. J. Baroody & A. Dowker (Eds.), The development of arithmetic concepts and skills: Constructing adaptive expertise (pp. 75–125). Mahwah, NJ: Lawrence Erlbaum Associates.