Arthur J. Baroody

VITAArthur J. Baroody

November 3, 2016

Department of Curriculum & Instruction (C&I)College of Education (COE)University of Illinois at Urbana-Champaign (UIUC)Champaign, IL 61820http://illinois.edu/ds/search?skinId=0&sub=&search=baroody&search_type=staffemail: baroody@illinois.edu

Morgridge College of Education (COE)University of DenverDenver, CO 80210email: Arthur.Baroody@du.edu

Education

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

Cornell University Ph.D. 1/79 Educational psychology major; cognitive developmentand 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.

UIUC 8/94–8/09 Professor, C&I, COE.

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

UIUC 8/99–8/01 and Joint appointment with the Bureau of Educational8/87–8/90 Research, COE.

UIUC 8/86–7/89 Assistant Professor, Department of Elementaryand Early Childhood Education, COE.

University of Rochester 4/83–8/86 Research Associate, Center for the Study of Psychological Development (CSPD), Graduate School of Education and Human Development (GSEHD).

University of Rochester 7/81–3/83 Assistant Professor of Education (part-time), CSPD, GSEHD.

University of Rochester 2/80–6/81 Research Associate (H. P. Ginsburg’s NIE Research Grant: “Cognitive Development Approach to Mathematics Learning Difficulties”), CSPD, GSEHD.

Keuka College 8/78–6/80 Assistant Professor of Developmental Psychology.

Arthur J. Baroody

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 and Policy, 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), funded by IES/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 (AY 1997– 98).

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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).

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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

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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.

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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 Child Psychology, 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

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Studies in Mathematics, 19, 369–388.

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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. Acta Paedologica, 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

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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 http://www.oxfordbibliographies.com/page/education.

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) <http://www.literacyencyclopedia.ca/>.

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.

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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 Pensamiento Numérico y Algebraico (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 https://www.researchgate.net/profile/Arthur_Baroody/publications?sorting=recentlyAdded&page=3.

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 of Curriculum 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.

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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.

Baroody, A. J., Wilkins, J. L. M., & Tiilikainen, S. (2003). 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: Constructing adaptive expertise (pp. 127–160). Mahwah, NJ: Lawrence Erlbaum Associates.

*Vanhille, L. S., & Baroody, A. J. (2002). Fraction instruction that fosters multiplicative reasoning. In B. Litwiller (Ed.), Making sense of fractions, ratios, and proportions (NCTM 2002 Yearbook, pp. 224–236). Reston, VA: National Council of Teachers of Mathematics.

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Chapters Before 2001

†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 (pp. 51–103). 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. Copley (Ed.), Mathematics in the early years, birth to five (pp. 48–65). Reston, VA: ..

†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). New York: Macmillan. The book is one of three volumes in the National Council of Teachers of Mathematics Research Interpretation Project.

†Baroody, A. J. (1992). The development of preschoolers’ counting skills and principles. In J. Bideaud, C. Meljac, & J. P. Fischer (Eds.), Pathways to number (pp. 99–126). Hillsdale, NJ: Erlbaum Associates.

†Baroody, A. J. (1992). Remedying common counting difficulties. In J. Bideaud, C. Meljac, & J. P. Fischer (Eds.), Pathways to number (pp. 307–323). Hillsdale, NJ: Lawrence Erlbaum Associates.

†Baroody, A. J. (1991). Living mathematics. In D. S. Strickland (Ed.), Creating the learning environment: A guide in early childhood education (pp. 76–83). Orlando, FL: The Early Education Company, Harcourt Brace Jovanovich.

†Baroody, A. J. (1991). Procedures et principes de comptage: Leur developpement avant l’ecole. (The development of preschoolers’ counting skills and principles.) In J. Bideaud, C. Meljac, & J. P. Fischer (Eds.), Les chemins du nombre (Pathways to number) (pp. 133–158). Villeneuve d’Ascq, France: Presses Universitaires de Lille.

†Baroody, A. J. (1991). Remédier aux difficultés courantes du comptage. (Remedying common counting difficulties.) In J. Bideaud, C. Meljac, & J. P. Fischer (Eds.), Les chemins du nombre (Pathways to number) (pp. 377–399). Villeneuve d’Ascq, France: Presses Universitaires de Lille.

†Baroody, A. J. (1991). Teaching mathematics developmentally to children labeled learning disabled. In D. K. Reid, W. P. Hresko, & H. L. Swanson (Eds.), A cognitive approach to learning disabilities (2nd ed.; pp. 375–429). Austin, TX: Pro-Ed.

†Baroody, A. J., & Ginsburg, H. P. (1990). Children’s learning: A cognitive view. In R. B. Davis, C. A. Maher, & N. Noddings (Eds.) Constructivist views on the teaching and learning of mathematics (pp. 51–64). Journal for Research in Mathematics Education Monograph #4.

†Baroody, A. J., & Ginsburg, H. P. (1991). A cognitive approach to assessing the mathematical difficulties of children labeled learning disabled. In H. L. Swanson (Ed.), Handbook on the assessment of learning disabilities: Theory, research and practice (pp. 177–227). Austin, TX: Pro-Ed.

†Baroody, A. J., & Ginsburg, H. P. (1986). The relationship between initial meaningful and mechanical knowledge of arithmetic. In J. Hiebert (Ed.), Conceptual and procedural knowledge: The case of mathematics (pp. 75–112). Hillsdale, NJ: Lawrence Erlbaum Associates.

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Edited Books

Baroody, A. J., & Dowker, A. (2003). The development of arithmetic concepts and skills: Constructing adaptive expertise. “Studies in Mathematics Thinking and Learning” series, edited by A. Schoenfeld. Mahwah, NJ: Lawrence Erlbaum Associates.

Books

Frye, D., Baroody, A. J., Burchinal, M., Carver, S. M., Jordan, N. C., & McDowell, J. (2013). Teaching math to young children: A practice guide. Washington, DC: National Center for Education Evaluation and Regional Assistance (NCEE), Institute of Education Sciences, U.S. Department of Education. <http://ies.ed.gov/ncee/wwc/practiceguide.aspx?sid=18>.

Baroody, A. J. (2000). Children’s mathematical thinking: A developmental framework for preschool, primary, and special education teachers (Chinese edition). New York: Teachers College Press and Taiwan: Laureate Book Co., Ltd.

Baroody, A. J., with Coslick, R. T. (2000). Instructor’s guide to fostering children’s mathematical power: An investigative approach to K-8 mathematics instruction. Mahwah, NJ: Lawrence Erlbaum Associates. (Available in electronic form from the author upon request.)

Baroody, A. J., with Coslick, R. T. (1998). Fostering children’s mathematical power: An investigative approach to K-8 mathematics instruction. Mahwah, NJ: Lawrence Erlbaum Associates. Second printing, 1999; third printing, 2001; fourth printing, 2002; fifth printing, 2003.

Baroody, A. J. (1993). Problem solving, reasoning, and communicating, Grades K-8: Helping children think mathematically. New York, NY: Merrill-MacMillan.

Baroody, A. J., & Hank, M. (1990). Elementary mathematics activities: Teacher’s guidebook. Boston: Allyn and Bacon.

Baroody, A. J. (1989). A guide to teaching mathematics in the primary grades. Boston: Allyn and Bacon.

Baroody, A. J. (1988). El pensamiento matemático de los niños. (Spanish translation of Children’s Mathematical Thinking.) Madrid, Spain: Centro de Pubicaciones del Ministerio de Educación and Visor Libros.

Baroody, A. J. (1987). Children’s mathematical thinking: A developmental framework for preschool, primary, and special education teachers. New York: Teachers College Press.

Book Reviews

Baroody, A. J. (2005). Discourse and research on an overlooked aspect of mathematical reasoning. A review of Reasoning by Mathematical Induction in Children’s Arithmetic by Dr. Leslie Smith, published in 2003. American Journal of Psychology, 118(3), 484–489.

Baroody, A. J. (2005). A perspective on teaching special learners. A review of Teaching Inclusive Mathematics to Special Learners, K-6 by Julie A. Sliva and published in 2004 by Corwin Press. Teaching Children Mathematics, 11(5), 286–287.

Baroody, A. J. (2004). A perspective on school mathematics reform. (A review of Standards-Based School Mathematics Curricula: What Are They? What Do Students Learn? edited by Sharon L. Senk and Denisse R. Thompson and published in 2003 by Lawrence Erlbaum Associates, Mahwah, NJ.) American Journal of Psychology, 117(3), 443–478.

Arthur J. Baroody 14

Tests

Ginsburg, H. P., & Baroody, A. J. (2007). Test de Competencia Matemática Basica (Spanish translation of the TEMA-3 by M. C, Núñez del Río & I. Lozano). Madrid: TEA Ediciones.

Ginsburg, H. P., & Baroody, A. J. (2003). Test of Early Mathematics Ability—Third Edition (TEMA-3). Austin, TX: Pro-Ed.

Ginsburg, H. P., & Baroody, A. J. (1996). Test of Early Mathematics Ability (Chinese ed.). Lodi, NJ: Psychological Publishing Co.

Ginsburg, H. P., & Baroody, A. J. (1990). Test of Early Mathematics Ability—Second Edition (TEMA-2). Austin, TX: Pro-Ed.

Hresko, W. P., Reid, D. K., Hammill, D. D., Ginsburg, H. P., & Baroody, A. J. (1988). Screening Children for Related Early Educational Needs (SCREEN). Austin, TX: Pro-Ed. The SCREEN is an individually administered kindergarten-screening test.

Ginsburg, H. P., & Baroody, A. J. (1983). The Test of Early Mathematics Ability (TEMA). Austin, TX: Pro-Ed. The TEMA is an individually administered pre-kindergarten to third-grade mathematics norm referenced/diagnostic test.

Teacher-Training Aids

Baroody, A. J., Ginsburg, H. P., & Netley, R. (1992). Helping children with learning disabilities. Module, consisting of a 30-minute videotape and a discussion leader’s guide, in Children’s mathematical thinking: Videotape workshops for educators. Developed for National Science Foundation Grant MDR-8470191 and published by the Everyday Learning Corporation, Evanston, IL.

Baroody, A. J., Ginsburg, H. P., & Netley, R. (1992). The nature of learning disabilities in mathematics. Module, consisting of a 30-minute videotape and a discussion leader’s guide, in Children’s mathematical thinking: Videotape workshops for educators. Developed for National Science Foundation Grant MDR-8470191 and published by the Everyday Learning Corporation, Evanston, IL.

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Reports in Conference Proceedings

Baroody, A. J., Tiilikainen, S. H., & Tai, Y. (2000). The application and development of an addition goal sketch. In M. L. Fernández (Ed.), Proceedings of the Twenty-Second Annual Meeting North American Chapter of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 709-714). Columbus, OH: The Eric Clearinghouse for Science, Mathematics, and Environment Education.

Vanhille, L., & Baroody, A. J. (2000). Fraction instruction that fosters general multiplicative reasoning. In M. L. Fernández (Ed.), Proceedings of the Twenty-Second Annual Meeting North American Chapter of the International Group for the Psychology of Mathematics Education (Vol. 2, p. 397). Columbus, OH: The Eric Clearinghouse for Science, Mathematics, and Environment Education.

Wilkins, J. L. M., & Baroody, A. J. (2000). An additional explanation for production deficiencies. In M. L. Fernández (Ed.), Proceedings of the Twenty-Second Annual Meeting North American Chapter of the International Group for the Psychology of Mathematics Education (Vol. 2, p. 740). Columbus, OH: The Eric Clearinghouse for Science, Mathematics, and Environment Education.

Baroody, A. J., Tiilikainen, S., & Wilkins, J. L. M. (1997, October). The development of children’s understanding of additive commutativity. In J. A. Dossey (Ed.), Proceedings of the Nineteenth Annual Meeting of theInternational Group for the Psychology of Mathematics Education, North American Chapter. Normal, IL: Illinois State University.

Tiilikainen, S., Baroody, A. J., & Wilkins, J. L. M. (1997, October). The effects of problem size on children’s understanding of additive commutativity. In J. A. Dossey (Ed.), Proceedings of the Nineteenth Annual Meeting of the International Group for the Psychology of Mathematics Education, North American Chapter. Normal, IL: Illinois State University.

Wilkins, J. L. M., Baroody, A. J., & Tiilikainen, S. (1997, October). Kindergartners’ understanding of additive commutativity within the contexts of word problems. In J. A. Dossey (Ed.), Proceedings of the Nineteenth Annual Meeting of the International Group for the Psychology of Mathematics Education, North American Chapter. Normal, IL: Illinois State University.

Baroody, A. J. (1988). A schema model of number-fact representation. In M. J. Behr, C. B. Lacampagne, & M. M. Wheller (Eds.), Proceedings of the Tenth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. DeKalb, IL: Northern Illinois University.

Baroody, A. J., & Mason, C. A. (1984). The case of Brian: An additional explanation for production deficiencies. In J. Moser (Ed.), Proceedings of the Sixth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 2-8). Madison, WI: Wisconsin Center for Educational Research.

*Baroody, A. J. (1983). The development of children’s informal addition. In J. C. Bergeron & N. Herscovics (Eds.), Proceedings of the Fifth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (Vol. 1, pp. 222-229). Montreal: University of Montreal.

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Papers or Professional Presentations

*Paliwal, V. & Baroody, A. J. (2017, April). How best to teach the cardinality principle? Paper presented at the Roundtable Session titled, “Effective Strategy Use in Mathematics Education,” at the annual meeting of the American Educational Research Association, San Antonio, TX.

*Clements, D. H., Baroody, A. J., & Sarama, J. (2013). Background research on early mathematics. Washington, DC: National Governors Association. Retrieved from http://www.nga.org/cms/home/nga-center-for-bestprac-tices/ meeting--webcast-materials/page-edu-meetings-webcasts/col2-content/main-content-list/strengthening-early-mathematics.html.

*Purpura, D. J., Baroody, A. J., & Lonigan, C. J. (2013, April). The transition from informal to formal mathe-matical knowledge: mediation by numeral knowledge. In J. Stigler (Chair), Developing Mathematical Thinking. Symposium presented at the biennial meeting of the Society for Research in Child Development, Seattle WA.

*Reid, E. E., Baroody, A. J., & Purpura, D. J. (2013, April). Impact of interventions on preschoolers’ successor principle understanding and linear representation of number. In J. Stigler (Chair), Developing Mathematical Thinking. Symposium presented at the biennial meeting of the Society for Research in Child Development, Seattle, WA.

*Baroody, A. J., Purpura, D. J., Reid, E. E., & Eiland, M. D. (2012, September). Fostering first-graders’ fluency with basic addition and subtraction combinations. In A. J. Baroody (Chair), Implications of Three Training Experiments for Tailoring Instruction to Promote the Fluency of Specific Arithmetic Families. Symposium at the annual meeting of the Society for Research on Educational Effectiveness, Washington, DC.

*Purpura, D. J., Baroody, A. J., & Reid, E. E. (2012, September). Fostering first-graders’ reasoning strategies with the most basic sums. In A. J. Baroody (Chair), Implications of Three Training Experiments for Tailoring Instruction to Promote the Fluency of Specific Arithmetic Families. Symposium at the annual meeting of the Society for Research on Educational Effectiveness, Washington, DC.

*Paliwal, V., Reid, E. E., & Baroody, A. J. (2012, September). Young children’s use of a shortcut to solve addition problems. In A. J. Baroody (Chair), Implications of Three Training Experiments for Tailoring Instruction to Promote the Fluency of Specific Arithmetic Families. Symposium at the annual meeting of the Society for Research on Educational Effectiveness, Washington, DC.

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Papers (continued)

†Baroody, A. J. (2012, May). Learning progressions: A critical theme and Lessons learned from trying to develop software to help primary-grade children learn reasoning strategies for basic arithmetic combinations Presentation at the International STEM Research Symposium: Quantitative Reasoning in Mathematics and Science Education, Savannah, GA.

†Baroody, A. J., Reid, E. E., & Purpura, D. J. (2012, May). An example of a hypothetical learning progression: TheInternational STEM Research Symposium: Quantitative Reasoning in Mathematics and Science Education, Savannah, GA.

†Guddemi, M., & Baroody, A. J. (2012, May). Math development in children ages 3 to grade 3. Giving Young Children the Right Start: Effective Practices for Experiential Learning (sponsored by the U.S. Department of Education and the Alliance for Childhood and Gesell Institute), Washington, DC.

* Li, X., Sun, Y., & Baroody, A. J., (2012, April). The effect of language on Chinese and American 2- and 3-year olds’ recognition of small numbers. Poster presented at the annual meeting of the American Educational Research Association, Vancouver.

*Baroody, A. J., Purpura, D. J., Reid, E. E., & Eiland, M. D. (2011, September). Scoring fluency with basic addition combinations in context. In A. J. Baroody (Chair), Issues in the assessment and scoring of early numeracy skills. Symposium at the annual meeting of the Society for Research on Educational Effectiveness, Washington.

*Purpura, D. J., Baroody, A. J., & Reid, E. E. (2011, September). Practical issues in early mathematics assessment. In A. J. Baroody (Chair), Issues in the assessment and scoring of early numeracy skills. Symposium at the annual meeting of the Society for Research on Educational Effectiveness, Washington, DC.

*Reid, E. E., Baroody, A. J., & Purpura, D. J. (2011, September). Assessing a linear representation of the counting numbers. In A. J. Baroody (Chair), Issues in the assessment and scoring of early numeracy skills. Symposium at the annual meeting of the Society for Research on Educational Effectiveness, Washington, DC.

*Baroody, A. J., Eiland, M. D, & Baroody, S. C. (2011, April). Fostering first-graders’ fluency with basic addition combinations. Paper presented at the annual meeting of the American Educational Research Association, New Orleans.

*Baroody, A. J., Eiland, M. D, & Baroody, S. C. (2011, April). Fostering third-graders’ fluency with basic addition and subtraction combinations. Paper presented at the annual meeting of the American Educational Research Association, New Orleans.

*Li, X., Baroody, A. J., & Debey, M. (2011, April). Does early childhood mathematics teaching match the NCTM Standards? Paper presented at the annual meeting of the American Educational Research Association, New Orleans.

*†Baroody, A. J., & Eiland, M. D. (2010, October). Fostering number sense among at-risk kindergartners. Session conducted at the National Council of Teachers of Mathematics Regional Conference and Exposition. Denver.

Baroody, A. J., Eiland, M. D, Paliwal, V., Bajwa, N. P., & Baroody, S. C. (2010, June). Fostering at-risk first-graders' fluency with basic addition combinations. Poster presented at the Fourth Annual IES Research Conference, Washington, DC.

†Baroody, A. J. (2010, May). How can formal mathematics instruction build effectively on informal knowledge? Florida State University Mini-Conference on Mathematics Development. Tallahassee, FL.

*†Eiland, M. D, & Baroody, A. J. (2010, April). Fostering at-risk kindergartners’ number sense. In D. P. Bryant (Chair), Preventing Early Mathematics Difficulties: Findings from Kindergarten Curriculum and Intervention

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Studies to Foster Number Competence. Symposium conducted at the annual meeting of the American Educational Research Association, Denver.

Papers (continued)

*†Baroody, A. J., Eiland, M. D, Paliwal, V., Bajwa, N. P., & Baroody, S. C. (2010, March). Fostering at-risk primary-grade children’s fluency with basic addition combinations. In C. Chhin & R. Ochsendorf (Co-chairs), Evaluations of Interventions in Early Elementary Math. Symposium conducted at the annual meeting of the Society for Research on Educational Effectiveness, Washington, DC.

Baroody, A. J., Eiland, M., D. Bajwa, N. P., & Baroody, S. C. (2009, June). Fostering primary-level at-risk children’s fluency with basic addition combinations. Poster presented at the Fourth Annual IES Research Conference, Washington, DC.

*Baroody, A. J., & Eiland, M. D. (2009, April). Fostering primary-level at-risk children’s fluency with basic addition combinations. Paper presented at the annual meeting of the American Educational Research Association, San Diego.

Li, X. & Baroody, A. J. (2009, April). Toddlers' spontaneous attention to number and verbal quantification skills. Paper presented at the annual meeting of the American Educational Research Association, San Diego.

†Baroody, A. J. (2008, March). Fostering early number sense. Invited keynote speech presented at the Banff International Conference on Behavioural Science\, Banff, Alberta.

Baroody, A. J., Li, X., & Lai, M. L. (2008, April). Toddlers’ spontaneous attention to number. Paper presented at the annual meeting of the American Educational Research Association, New York.

*Baroody, A. J., Thompson, B., & Eiland, M. D. (2008, April). Fostering the fact fluency of grade 1 at-risk children. Paper presented at the annual meeting of the American Educational Research Association, New York.

*Baroody, A. J., Thompson, B., Eiland, M. D., & Namikawa. T. (2008, April). Fostering at-risk first grader’s computational fluency. Paper presented at the Research Presession of the 2008 Annual Meeting of the National Council of Teachers of Mathematics. Salt Lake City.

*Baroody, A. J., Eiland, M., Su, Y., & Thompson, B. (2007, April). Fostering at-risk preschoolers' number sense. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.

Baroody, A. J., Thompson, B., Eiland, M. D., & Feil, Y. (2007, June). Fostering the early operation sense and skill of grade 1 at-risk children. Fostering and assessing pre-k children’s number sense. Poster presented at the Institute of Education Sciences Research PI Conference, Washington, D.C.

*Lai, M. L., & Baroody, A. J. (2007, April). Fostering preschoolers' understanding of the addition-subtraction inverse principle. Poster presented at the annual meeting of the American Educational Research Association, Chicago, IL.

*Mix, K. S., & Baroody, A. J. (2007, April). Beyond competence versus performance: Context-specificity in learning about number. In K. Mix (Chair), What learning is: A psychological perspective on early childhood. Symposium conducted at the annual meeting of the American Educational Research Association, Chicago.

*Baroody, A. J. (2006, April). Constraints on the application of an addition goal sketch. Paper presented as part of a symposium (“Mathematics students’ representations and strategies”) at the annual meeting of the American Educational Research Association, San Francisco.

*Baroody, A. J. (2006, April). Helping all children achieve number fact mastery. Paper presented at the annual meeting of the National Council of Teachers of Mathematics, St. Louis.

†Baroody, A. J., & Varma, S. (2006, November). The active construction view of basic number fact knowledge: New directions for cognitive neuroscience. Invited presentation at the Neural Basis of Mathematical Cognition Conference, Nashville, TN.

†Baroody, A. J., Mix, K. S., & Johnson, A. R. (2006, April). Mathematical thinking in children: Numbers and

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operations. Paper presented at the International Conference on “Logical Mathematical Thinking in Early Childhood Education,” sponsored by World Association of Early Childhood Educators, Madrid, Spain.

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Papers (continued)

*Baroody, A. J., & Rosu, L. (2006, April). Adaptive expertise with basic addition and subtraction combinations: The number sense view. In A. J. Baroody & J. Torbeyns (Chairs), Developing Adaptive Expertise in Elementary School Arithmetic. Symposium conducted at the annual meeting of the American Educational Research Association, San Francisco.

Baroody, A. J., Thompson, B., Johnson, A. R., & Eiland, H. (2006, June). Fostering and assessing pre-k children’s number sense. Poster for the Institute of Education Sciences Research PI Conference, Washington, DC.

Editorial Panel of the Journal for Research in Mathematics Education (2006, April). Getting published in JRME. Panel discussion and workshop offered at the Research Pre-session of the annual meeting of the National Council of Teachers of Mathematics, St. Louis, MO.

Editorial Panel of the Journal for Research in Mathematics Education (2006, April). Practitioner questions. Presentation and panel discussion offered at the annual meeting of the National Council of Teachers of Mathematics, St. Louis, MO. This included a 5-minute presentation by myself on What to do about math anxiety?

*Lai, M. L., & Baroody, A. J. (2006, April). Taiwanese children’s understanding of the addition-subtraction inverse principle. In A. J. Baroody (Chair), Early number sense development. A symposium presented at the Research Pre-session of the annual meeting of the National Council of Teachers of Mathematics, St. Louis.

*Rosu, L., & Baroody, A. J. (2006, April). The case of Alice: A natural experiment regarding number development. In A. J. Baroody (Chair), Early number sense development. A symposium presented at the Research Pre-session of the annual meeting of the National Council of Teachers of Mathematics, St. Louis.

Li, X., Baroody, A. J., & Su, Y. (2006, April). Young children’s spontaneous focusing on number. In A. J. Baroody (Chair), Early number sense development. A symposium presented at the Research Pre-session of the annual meeting of the National Council of Teachers of Mathematics, St. Louis.

Baroody, A. J., Lai, M. L., & Mix, K. S. (2005, December). Changing views of young children’s numerical and arithmetic competencies. Paper presented at the annual meeting of the National Association for the Education of Young Children, Washington, DC.

Lai, M.-L., & Baroody, A. J. (2005, April). Early number development of three toddlers. Paper presented at the annual meeting of the American Educational Research Association, Montreal.

Baroody, A. J. (2004, April). Comments on the use of learning trajectories in curriculum development and research. Paper for a symposium (“The Use of Learning Trajectories in Curriculum Development and Research”) presented at the annual meeting of American Educational Research Association, San Diego, CA.

Baroody, A. J. (2004, April). The relation between conceptual and procedural knowledge: Past, present, and future. Paper for a symposium (“Finding Balance: Re-visiting the Relations Between Conceptual and Procedural Knowledge”) presented at the annual meeting of American Educational Research Association, San Diego, CA.

Baroody, A. J., Lai, M. L., Bi, K., Li, X., & Baroody, A. E. (2004, April). Preschoolers’ understanding of subtraction-related principles. Paper presented at the annual meeting of American Educational Research Association, San Diego, CA.

Baroody, A. J., Benson, A. P., & Lai, M. L. (2003, April). Early number and arithmetic sense: A summary of three studies. Paper presented at the biennial meeting of the Society for Research in Child Development, Tampa, FL.

Baroody, A. J., & Lai, M. L. (2003, April). Preschoolers’ understanding of the addition-subtraction inverse prin-ciple. Paper presented at the biennial meeting of the Society for Research in Child Development, Tampa, FL.

Benson, A. P., & Baroody, A. J. (2003, April). Where does non-verbal production fit in the emergence of children’s mental models? Paper presented at the biennial meeting of the Society for Research in Child Development, Tampa, FL.

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Papers (continued)

Baroody, A. J. (2002, May). The developmental foundations of number and operation sense. Poster presented at the EHR/REC (NSF) Principal Investigators’ Meeting (“Learning and Education: Building Knowledge, Understanding Its Implications”), Arlington, VA.

Baroody, A. J. (2002, April). Comments on “The Use of Learning Trajectories in Curriculum Development and Research.” Discussant for the Research Symposium (“The Use of Learning Trajectories in Curriculum Development and Research”) at the annual meeting of the American Educational Research Association, Las Vegas, NV.

Baroody, A. J. (2002, April). Fostering mathematical proficiency in early childhood. Invited 60-minute major presentation for the National Council of Supervisors of Mathematics Annual Conference, Las Vegas, NV.

Baroody, A. J., & Lai, M. L. (2002, April). Defining the whole when solving fraction problems. Paper presented at the annual meeting of the American Educational Research Association, New Orleans.

Benson, A. P., & Baroody, A. J. (2002, April). The case of Blake: Number-word and number development. Paper presented at the annual meeting of the American Educational Research Association, New Orleans.

Baroody, A. J. (2001, April). Number and operations instruction in early childhood. Invited comments on the symposium “Research-based standards for pre-K—2 Mathematics: Findings from the National Conference” at the Research Pre-session of the annual meeting of the National Council of Teachers of Mathematics, Orlando.

Baroody, A. J. (2000, October). The developmental bases for early childhood number and operations standards. In-vited paper for the follow-up meeting to the Conference on Standards for Preschool and Kindergarten Mathematics Education, sponsored by the National Science Foundation & the ExxonMobil Foundation, Dallas, TX.

Hsieh, J., & Baroody, A. J. (2000, April). Children’s understanding of the uses of parentheses. A roundtable presentation at the annual meeting of the American Educational Research Association, New Orleans.

Baroody, A. J. (1997, March). The development of third-graders’ mental-multiplication. Poster presented at the annual meeting of the American Educational Research Association, Chicago.

Baroody, A. J. (1994, April). Individual differences in self-invented addition strategies by children classified as mentally handicapped. Symposium paper presented at the annual meeting of the American Educational Research Association, New Orleans.

Baroody, A. J. (1994, April). The role of the number-after rule in the invention of computational short cuts. Poster presented at the annual meeting of the American Educational Research Association, New Orleans.

Baroody, A. J. (1994, April). Self-regulated learning and use of addition strategies by children classified as mentally handicapped. Paper presented at the annual meeting of the American Educational Research Association, New Orleans.

Baroody, A. J. (1992, September). Helping children discover number patterns. Presentation at the Eastern Regional Conference of the National Council of Teachers of Mathematics, Columbus, OH.

Baroody, A. J., & Standifer, D. (1992, April). Remedying numeral-writing difficulties. Presentation at the annual meeting of the National Council of Teachers of Mathematics, Nashville, TN.

Baroody, A. J., & Gatzke, M. S. (1990, April). A psychological analysis of Mathematics Their Way: Improving primary and special education curricula. Paper presented at the annual meeting of the National Council of Teachers of Mathematics, Salt Lake City.

Baroody, A. J. (1989, June). Designing instruction to foster meaningful mathematical learning and problem-solving skill. Paper presented at the LINC Resources, Inc. forum Cognitive-Based, Problem-Solving Approaches to

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Teaching Mathematics to Special Education Students, Washington, DC.

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Papers (continued)

Ginsburg, H. P., Lopez, L., Chung, Y. E., Netley, R., Chao-Yuan, C. McCarthy, C., Cordero, M., Song, M., Baroody, A. J., & Jaegers, R. (1989, April). Early mathematical thinking: Role of social class, racial, and cultural influences. Paper presented at the biennial meeting of the Society for Research in Child Development, Kansas City.

Baroody, A. J., & Gatzke, M. S. (1989, March). Young children’s estimates of set size. Poster presented at the annual meeting of the American Educational Research Association, San Francisco.

Baroody, A. J. (1987, April). Videotape workshops for teachers: A cognitive perspective on early number development. Paper for the annual meeting of the American Educational Research Association, Washington.

Baroody, A. J. (1987, April). Addition learning by mentally handicapped children. Poster presentation at the biennial meeting of the Society for Research in Child Development, Baltimore.

Baroody, A. J. (1986, April). Do computer-simulation models accurately represent mastery of the basic number combinations? Paper presented at a research pre-session symposium, titled “Learning basic facts: Developmental perspectives,” at the annual meeting of the National Council of Teachers of Mathematics, Washington, DC.

Baroody, A. J., & Mason, C. A. (1985, April). Early arithmetic thinking processes. Paper presented at the pre-session symposium, entitled “Thinking processes in mathematics,” at the annual meeting of the National Council of Teachers of Mathematics, San Antonio, TX.

Baroody, A. J. (1985, April). Mental addition protostrategies: Retrieval or problem solving? Paper presented at a symposium entitled, “The acquisition of mathematical skill: A look at addition,” at the biennial meeting of the Society for Research in Child Development, Toronto.

Steinberg, R., Baroody, A. J., & Fuson, K. (1984, October). From counting to recall of number facts. Symposium presentation at the annual meeting of the International Group for the Psychology of Mathematics Education, North American Chapter, Madison, WI.

Baroody, A. J., & Ginsburg, H. P. (1984, April). TMR and EMR children’s ability to learn counting skills and principles. Paper presented at the annual meeting of the American Educational Research Association, New Orleans.

Baroody, A. J. (1984, April). Mastery of the basic number combinations: Internalization of relationships or facts? Paper presented at the annual meeting of the American Educational Research Association, New Orleans.

Baroody, A. J., Gannon, K. E., Berent, E., & Ginsburg, H. P. (1983, April). The development of basic formal math abilities. Paper presented at the biennial meeting of the Society for Research in Child Development, Detroit.

Baroody, A. J., & Gannon, K. E. (1983, April). The use of economical mental addition strategies by young children. Paper presented at the annual meeting of the American Educational Research Association, Montreal.

Baroody, A. J., & Gannon, K. E. (1983, April). The development of the commutativity principle and addition strategies in young children. Paper presented at the annual meeting of the American Educational Research Association, Montreal.

Baroody, A. J. (1983, April). The case of Adam: A specific evaluation of a math learning disability. Paper presented at the annual meeting of the American Educational Research Association, Montreal.

Baroody, A. J., & Ginsburg, H. P. (1982, March). The effects of instruction on children’s concept of “equals.” Paper presented at the annual meeting of the American Educational Research Association, New York.

Posner, J. K., & Baroody, A. J. (1978, February). The counting hypothesis: A tentative explanation for the number conservation phenomenon in cross-cultural settings. Paper presented at the Seventh Annual Meeting of the Society for Cross-Cultural Research, New Haven, CT.

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Arthur J. Baroody

Colloquium Presentations

Does it make sense to foster preschoolers’ number sense? Curriculum & Instruction Seminar Series, 10/4/05.The Math wars: A perspective and commentary. Bureau of Educational Research Seminar Series, 10/26/0Scoring trials in context: The case of addition strategies. Bureau of Educational Research Seminar Series, 3/30/00.Are the NCTM Standards realistic? What I have learned from children with mental retardation. Bureau of

Educational Research Seminar Series. 2/17/99.The development of informal mental addition procedures: The trend toward cognitive economy. New Mexico State

University. 4/12/82.Learning with and without the mind. Rochester Institute of Technology. 5/28/82.Basic counting abilities of mentally retarded children. University of Delaware. 6/8/84.Children’s development of basic mathematical concepts and strategies. University of Delaware. 11/15/84.What can we safely infer about underlying knowledge from arithmetic routines? University of North Carolina at

Chapel Hill. 2/18/85.The development of basic mathematical knowledge: Unexpected complexities. University of Illinois. 4/30/86.Unexpected complexities in children’s mathematical development. University of Michigan. 5/12/86.Unexpected complexities in learning basic math. University of Wisconsin. 5/15/86.Why studying simple arithmetic isn’t so simple. Psychology Department, University of Illinois. 9/28/88.Counting any which way: How much do children understand what they do? Developmental Psychology Series,

Psychology Department, University of Illinois. 9/22/89.

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Arthur J. Baroody

Professional Activities

Ongoing

Advisory Board member, NSF DRK12 grant titled, Harnessing Gesture and Action to Improve Pre-Algebra Instruc-tion, awarded to Susan Goldin-Meadow (University of Chicago) and Elizabeth Wakefield (Loyola University). (2016-2020).

Advisory Board member, NSF STEM+C grant titled, EI: Learning Trajectories for Integrating K-5 Computer Sci-ence and Mathematics, awarded to Andy Issacs, University of Chicago. (2016-2020).

Advisory Board member, NSF CAREER grant titled, The impact of Language Experience on the Development of Number Representations in Deaf, Hard of Hearing, and Hearing Children, awarded to Marie Coppola, Univer-sity of Connecticut. (2016-2020).

Advisory Board member, NSF DRK12 grant titled, Collaborative Math: Creating Sustainable Excellence in Mathematics for Head Start Programs, awarded to Jie-Qi Chen, Jennifer McCray, and Erin Reid, Early Math Collaborative, Erikson Institute, Chicago. (2015-2019).

Advisory Board member, NSF CAREER grant titled, Spatial Foundations of Symbolic Numeracy Skills in Young Children, awarded to Elizabeth Gunderson (Department of Psychology), Temple University. (2014-present).

Advisory Board member, NSF REESE grant titled, Cognitive and neural mechanisms of numeracy in preschool children, awarded to Daniel C. Hyde (Department of Psychology), University of Illinois at Urbana-Champaign. (2014-present).

Advisory Board member, NSF REESE grant titled, Collaborative Research: Using Educational DVDs to Enhance Preschoolers’ STEM, awarded to Rebekah Richert, Ellen Wartella, and Sandra Calvert, U. C. Riverdale. (2013-present).

Consultant for PBS including the RTL Advisory Board/CPB-PBS Ready to Learn (2011-present), Seasame Work-shop, Odd Squad transmedia project, and Sesame Street Developmental framework.

Editorial Board, American Educational Research Journal (2011-present), Early Education & Development (1989-2015), and Elementary School Journal (2012-present).

Member, American Educational Research Association, National Council of Teachers of Mathematics, and Special Interest Group for Research in Mathematics Education (AERA).

Reviewer of journal manuscripts: Child Development, Cognition, Cognition & Instruction, Early Childhood Research Quarterly, Early Education and Development (2), Educational Studies in Mathematics, Journal for Research in Mathematics Education, Journal of Experimental Child Psychology, Journal of Experimental Education, Learning and Individual Differences (2), Mathematical Behavior (2), and Psychonomic Bulletin & Review.

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Arthur J. Baroody

Professional Activities (continued)

Recent Ongoing

Panel member, What Works Clearinghouse Emergent Numeracy Practice Guide Panel. Department of Education’s National Center for Education Evaluation and Regional Assistance (2010-2013).

Consultant for the “Dynamic Assessment to Predict First Graders’ Mathematics Development,” a Goal 5 project administered by Lynn Fuchs, Doug Fuchs, and Don Compton (Vanderbilt University) and funded by Institute of Education Sciences (2009-2013).

Consultant for PBS including the Magic 5&10 project, an educational series currently being developed by WGBH (PBS Boston) with the support of the National Science Foundation, and the Ready to Learn Project supported by a grant from the U.S. Department of Education. The aim of the programming is to help at-risk preschoolers learn basic mathematics. (2009-2012).

Standing member of the Mathematics and Science Education panel, Institute of Education Sciences, 2006-2009.

Member, National Advisory Board (external evaluator) for Dr. H. P. Ginsburg (Teachers College, Columbia University) and Dr. Frank A. Moretti’s (Columbia Center for New Media Teaching and Learning) NSF VITAL grant, titled, “A Learning Environment for Courses in Early Mathematics Education” (2004-2009; Board meeting, 1/6-7/05; reviewed professional development materials, 1 day, 8/06; 1 day, 8/08).

Editorial Panel, Journal for Research in Mathematics Education (2004-2007). Reviewed on average 1.25 manuscripts (1.25 days) per month. Attended 2-day editorial panel meetings in Salt Lake City, UT (6/04, 6/05, and 11/06) and Reston, VA (11/04, 11/05, and 6/06).

2015

Reviewer of a grant proposal submitted to Lyle Spencer Research Awards Program of the Spencer Foundation.

Reviewer of journal manuscripts: American Educational Research Journal, Child Development, Cognition (3), Early Childhood Research Quarterly, Early Education and Development, European Journal of Psychology of Education, Journal for Research in Mathematics Education, European Journal of Psychology of Education, Journal of Educational Psychology, Journal of Cognition and Development (2), Learning and Individual Differences, Learning and Instruction.

Webinar presentation: "Higher Education Faculty Series: Meaningful Early Childhood Mathematics Instruction, 2/19/15, sponsored by the Early Childhood Center of Professional Development, The CENTER: Resources for Teaching and Learning.

2014Reviewer for Elizabeth A. Gunderson’S NSF Career grant proposal DRL-1452000: Spatial Foundations of Symbolic

Numeracy Skills in Young Children" (10/14).

Review panel member for NSF’s Research on Education and Learning (REAL) program (3/14).

Reviewer of journal manuscripts: American Educational Research Journal, Cognition (2), Cognition & Instruction (2), Cognitive Development (2), Cognition & Instruction, Developmental Psychology, Early Education and Development (3), Early Childhood Research Quarterly (3), Early Education and Development (3), Educational Psychology Review, Elementary School Journal (2), European Journal of Psychology of Education, Journal for Research in Mathematics Education (2), Journal of Educational Psychology (2), Journal of Cognition and Development, Learning and Individual Differences (2), Learning and Instruction (2).

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Arthur J. Baroody

Professional Activities (continued)

2013

Committee member, Illinois Early Childhood Advisory Group, Math Content Subcommittee (for developing content standards for an early childhood teaching endorsement) (2013).

Committee member, Illinois Early Math Advisory Committee, Illinois Department of Human Services, funded by the McCormick Foundation and coordinated by the Illinois Network of Child Care Resource & Referral Agencies. (2013).

Reviewer of journal manuscripts: Elementary School Journal (2), Cognitive Development (3), Cognition & Instruction, Early Childhood Research Quarterly (2), Early Education and Development (2), Elementary School Journal (3), Journal of Educational Psychology, Journal of Learning and Instruction (4), Learning and Individual Differences, Learning, Culture, and Social Interaction, Learning and Instruction (2).

Panel member, review committee for the 2012 IES Outstanding Predoctoral Fellow award, National Center for Education Research.

2012

Advisory Board for a NSF DRK-12 project, “Next Generation Preschool Mathematics.” Project aim: Develop, test, and refine a supplemental preschool mathematics curriculum that includes both digital games on an ipad tablet and non-digital classroom activities. The goals of the project are to create a curriculum supplement that (1) promotes children's understanding of subitizing and fair sharing (equipartitioning); (2) uses interactive media on an emerging handheld platform (touch-screen tablets), integrating new multi-touch activities with existing hands-on activities; (3) enhances opportunities for learning with interactive media through shared use with adult guides and peers; and (4) provides professional and technical support materials for preschool educators. The project will investigate if and how engagement with activities in a media-rich curriculum supplement improves low-income preschoolers' early learning of subitizing and equipartitioning.

External reviewer for The National Science Foundation (grant proposal on early mathematics development).

Reviewer of journal manuscripts: American Educational Research Journal (3), Cognition & Instruction, Cognitive Development, Early Education and Development (2), Elementary School Journal (2), European Journal of Psychology of Education, Journal of Cognitive Development, Journal of Educational Psychology (3), Mathematical Behavior, Quarterly Journal of Experimental Psychology.

2011

Co-Chair, Early Childhood Mathematics and Science Section for the Fall 2011 SREE Conference.

Consultant for the University of Chicago School Mathematics Project (UCSMP). Reviewed a white paper and its revision regarding improving the instruction of basic facts in the Everyday Mathematics curriculum.

Consultant for Odd Squad a transmedia program for fostering the mathematical learning of 5 to 7 year olds funded by PBS. External reviewer of a grant proposal for The National Science Foundation.

External reviewer for The National Center on Quality Teaching and Learning at the University of Washington in Seattle.

External peer review of a draft IES evaluation report: "An evaluation of Number Rockets: a Tier-2 intervention for grade 1 students at risk for difficulties in mathematics"  (conducted by Regional Educational Laboratory Southwest).

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Arthur J. Baroody

Professional Activities (continued)

External reviewer for promotion of Dr. Nicole M. McNeil (Department of Psychology, University of Notre Dame) and Dr. Barbara Sarnecka, School of Social Sciences, University of California, Irvine) to Associate Professor with tenure.

Reviewer of journal manuscripts: American Educational Research Journal (2), Cognition (2), Cognition & Instruction (2), Cognitive Development (2), Cognitive Science, Developmental Psychology, Early Education and Development (2), European Journal of Psychology of Education, Instructional Science, Journal for Research in Mathematics Education, Journal of Educational Psychology, Journal of Experimental Child Psychology (2), Mathematical Behavior, and Mathematical Thinking and Learning (2).

Reviewer of a proposal and chapters for an early childhood math education textbook (Teaching Young Children Mathematics by Jan Minetola, Robert Ziegenfuss, & Kent Chrisman) for Routledge / Taylor & Francis.

2010

Reviewer, Early Intervention & Early Childhood Education panel, Institute of Education Sciences. 2/18 & 19.

Reviewer of journal manuscripts: (a) Child Development, (b) Cognitive Development (2), (c) The Elementary School Journal (2), (d) The European Journal of Developmental Psychology, (e) Journal for Research in Mathematics Education, (f) Journal of Experimental Child Psychology, and (g) Learning and Individual Differences.

External reviewer for promotion of Julie Sarama (Department of Instruction and Learning, School of Education, University at Buffalo, State University of New York) to Full Professor.

2009

Reviewer of journal manuscripts: (a) Child Development (2), (b) Cognition, (c) Cognition & Instruction, (d) Cognitive Development, (e) Developmental Disabilities Research Reviews, (f) Elementary School Journal, (g) Instructional Science, (h) Journal for Research in Mathematics Education (2), (i) Journal of Experimental Child Psychology, (j) Learning and Individual Differences, and (k) Mathematical Thinking and Learning.

Reviewed the first draft of a chapter titled Cognitive Developmental Neuroscience of Mental Arithmetic: Implications for Learning and Academic Achievement by V. Menon, M. L. Meyer, & S. S. Wu for the forthcoming book Neuropsychology and mathematics education edited by J. Baek, A. E. Kelly, & L. Kalbfleisch.

Reviewed a draft of book titled Assessing Mathematical Understanding by the Northwest Regional Educational Laboratory (NWREL) for Corwin Press.

External reviewer for the promotion of two Associate Professors to Full Professor: Dr. Kelly S. Mix (Michigan State University) and A. Morris (University of Delaware).

2008

Primary reviewer for manuscripts for a special issue of Mathematics Thinking and Learning, titled “Young Children’s Understanding and Application of Subtraction-Related Principles” (L. Verschaffel, & J. Torbeyns, Eds.; 14 days in 2008).

Reviewer of a book manuscript: Cross, C. T., Woods, T., Schweingruber, H. (Eds.). (2009). Mathematics learning in early childhood: Paths toward excellence and equity. Washington, DC: The National Academies Press.

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Arthur J. Baroody

Professional Activities (continued)

Reviewer of journal manuscripts: (a) Child Development, (b) Cognitive Development, (c) Developmental Disabilities Research Reviews, (d) Developmental Psychology, (e) Early Childhood Research Quarterly, (f) Early Education and Development (2), (g) Journal for Research in Mathematics Education (2), (h) Journal of Experimental Child Psychology, and (i) Mathematical Thinking and Learning (2).

Reviewer of grant proposal for the National Science Foundation (10/08; 3 days).

2007

Primary reviewer for manuscripts for a special issue of Mathematics Thinking and Learning, titled “Young Children’s Understanding and Application of Subtraction-Related Principles” (L. Verschaffel, & J. Torbeyns, Eds.; 6 days, 12/07).

Reviewer of journal manuscripts: Cognition, Cognitive Development, Early Education and Development (6),

Journal for Research in Mathematics Education, and Mathematical Thinking and Learning (2).

Consultant for Nick, Jr.com (Nickelodeon on-line educational service) on the My Noggin.com project (on-line games for fostering the mathematical skills of pre-K to first-grade children), (2/07, 0.5 days).

Reviewer for a book proposal to Teachers College Press regarding early mathematics development and education (2/24; 0.5 days).

Consultant for Francis Fennell, president of the National Council Teachers of Mathematics and a member of the A. Reviewed and evaluated a draft of the NMP “Learning Processes” report (3 days, April & May, 2007). Consultant for NMP, reviewed revised draft (2 days, September, 2007).

Recommendation for the nomination of Dr. Douglas Clements to the rank of State University of New York Distinguished Professor (10/07; 1 day).

External reviewer for the promotion to Associate Professor with tenure: Jae-Meen Baek (Arizona State University).

2006

Reviewer, grant proposals, Mathematics and Science Education Panel, Institute of Education Science, Department of Education, for panel meetings in Washington, D.C. on February 26–28 (7 days) and October 29-31 (7 days).

External reviewer for the promotion of Dr. Alice Klein (University of California at Berkeley) to Senior Research Scientist, March (1 day).

Reviewed manuscripts for: (a) Early Childhood Research Quarterly, (b) Early Education and Development, (c) Journal for Research in Mathematics Education (13), (d) Journal of Experimental Psychology: General (2),Mathematics Teaching and Learning (2).

Consultant for the University of Chicago School Mathematics Project (UCSMP). Reviewer for the pre-K materials being added to the Everyday Mathematics Program (5 days in 2005; 1 day in 2006).

Consultant for Leap Frog, which is developing a comprehensive curriculum for infants and toddlers. Provided a developmental sequence for mathematics relevant for 3 months to 4 year olds (0.5 days, 7/06) and reviewed the mathematics scope and sequence for the curriculum (1 day, 11/06).

Consultant for Francis Fennell, president of the National Council Teachers of Mathematics regarding issues addressed by the National Math Panel (11/06, 1 day).

Consultant for Nick, Jr.com (Nickelodeon on-line educational service) on the MyNoggin.com project (on-line games for fostering the mathematical skills of pre-K to first-grade children (12/06, 2 days).

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Arthur J. Baroody

Professional Activities (continued)

2005

Spencer Foundation’s Dissertation Fellowship Selection Committee, 2005. Reviewed 30 20-page semi-final proposals and 50 final proposals and attended 2-day committee meetings in Chicago (Jan. & Mar., 16 days).

Consultant for WGBH (Boston PBS), which is developing television programming geared toward helping at-risk preschoolers learn mathematics. Reviewed documents and prepared a presentation for an advisory board meeting with PBS staff (February & March, 2.5 days).

Reviewer, grant proposal submitted to National Institutes of Health (July, 2 day).

Reviewed the second draft of a chapter (“Early childhood mathematics learning” by D. H. Clements & J. Sarama) for the Second Handbook of Research on Mathematics Teaching and Learning, edited by F. Lester. Charlotte, NC: Information Age Publishing. (August, 2 days).

At the request of Dean Mary H. Gresham (Graduate School of Education, University of Buffalo), wrote a letter of support for nominating Dr. Douglas Clements for the State University Chancellor’s Award for Excellence in Scholarship and Creative Activity (12/21/05; 1 day).

Consultant for the University of Chicago School Mathematics Project (UCSMP). Reviewer for the pre-K materials being added to the Everyday Mathematics Program (5 days in 2005; 1 day in 2006).

Reviewed manuscripts for: (a) Cognition and Instruction, (b) Early Childhood Research Quarterly, (c) Journal for Research in Mathematics Education (10), (d) Journal of Experimental Child Psychology, (e) Mathematics Thinking and Learning (2), (f) Psychological Bulletin, (g) Teaching Children Mathematics.

2004

Reviewer of curriculum proposals for the Academic Instruction for After-School Programs conducted by MDRC and Bloom Associates and funded by the National Center for Education Evaluation and Regional Assistance at the U.S. Department of Education (January, 5 days).

Reviewer of grant proposals to the Cognition and Student Learning Research Program, Institute of Education Sciences. Reviewed 8 proposals for a review panel, March 25 and 26, in Fairfax, VA (5 days).

Reviewed manuscripts for: (a) American Journal on Mental Retardation, (b) Cognition and Instruction, (c) Early Education and Development, (d) Journal for Research in Mathematics Education (9), (e) Mathematics Thinking and Learning (2), (f) Merrill Palmer Quarterly, (g) Teaching Children Mathematics, (h) Urban Education.

Reviewed the first draft of two chapters (“Early childhood mathematics learning” by D. H. Clements & J. Sarama, and “Whole number concepts and operations” by L. Verschaeffel, B. Greer, & E. DeCorte) for the Second Handbook of Research on Mathematics Teaching and Learning, edited by F. Lester. Mahwah, NJ: Lawrence Erlbaum Associates. (May, 2 days). Reviewed second draft of the Verschaeffel et al. chapter (November, 1.5 days).

Reviewed a draft of a chapter titled “Mathematical Thinking and Learning,” by H. P. Ginsburg, J. Cannon, J. Eisenband, & S. Pappas for the Blackwell Handbook of Early Childhood Development, edited by Kathy McCarthy and Deborah Philips and published by Blackwell of Malden, MA (July, 1.5 days).

Member of the National Science Foundation Site Evaluation Team for the Math and Science Partnership (MSP) Program. New Jersey MSP at Rutgers University, East Brunswick, NJ, July 6-9 (including writing a report on the MSP’s early childhood component, 4 days).

External reviewer for the promotion of Juanita Copley (Department of Curriculum & Instruction, University of Houston) to Full Professor (August, 1.5 days).

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Professional Activities (continued)

Consultant for PBS (National Office, Arlington, VA). Reviewed the mathematics portion of a draft of the PBS Child Development Framework for Ages 1 to 5, a part of the PBS Parent Interactive Learning Program. Completely revised the mathematics framework and extended it to age 8. (October & December, 12 days).

Reviewer, grant proposal (“Developing Adaptive Expertise in Mathematics Education”) submitted by Drs. L. Verschaffel, E. De Corte, J. Elen, P. Onghena, & W. Van den Noortgate to the Concerted Action Program of the Ministry of Education of Belgium. (December, 2 days).

2003

Reviewed manuscripts for: (a) Child Development, (b) Cognition and Instruction 2, (c) Cognitive Development, (d) Early Childhood Research & Practice, (e) Early Childhood Research Quarterly 3, (f) Early Education & Development, (g) Journal for Research in Mathematics Education 4, (h) Teaching Children Mathematics.

Consultant for the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B) being conducted by the U.S. Department of Education, National Center for Education Statistics and a number of other federal agencies. My role was reviewing a background paper describing key areas to assess in preschoolers’ cognitive, socio-emotional, and physical development and proposing instruments for doing so. Specifically, I reviewed the mathematics component for 48-month-olds. (January, 3 days).

Consultant for the Palatine School District (elementary curriculum development and enrichment program projects). This included developing an integrated K-8 algebra curriculum, including a rationale for broad goals based on “big” ideas to specific goals, and suggested instructional ideas from Baroody with Coslick (1998) and other resources. (12/02-present, 2 days in January, 2 days in March, and 4 days in May).

External reviewer for promotion of Julie Sarama (Department of Instruction and Learning, School of Education, University at Buffalo, State University of New York) to Associate Professor with tenure. (January, 3 days).

School Readiness Review Panel, Division of Scientific Review, National Institute of Child Health and Human Development, 7/24 & 7/25 (1.5 days to review to report on two proposals).

Reviewed the prospective of two chapters (“Early childhood mathematics learning” by D. H. Clements & J. Sarama, and “Whole number concepts and operations” by L. Verschaeffel, B. Greer, & E. DeCorte and edited by F. Lester (Ed.), Second Handbook of Research on Mathematics Teaching and Learning. Charlotte, NC: Information Age Publishing (August, 2 days).

2002

Reviewed manuscripts for the following journals: (a) Child Development, (b) Cognitive Development 2, (c) Developmental Psychology 2, (d) Early Childhood Research Quarterly (2), (e) Early Education and Development (f) Journal for Research in Mathematics Education 4, (g) Mathematics Teaching and Learning, (h) Teaching Children Mathematics, (i) Young Children.

Review panel member for the Research on Learning and Education (ROLE) program at NSF, Arlington, VA (1/28 & 29). Lead discussant for two proposals; reviewer for eight other proposals. (+ 5 days to review proposals before the panel meeting and 0.5 days afterward to amend reviews).

“Expert participant” on an advisory panel for the NSF ROLE program, Arlington, VA (1/29 & 1/30).

Consultant for the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B) conducted by the U.S. Department of Education, National Center for Education Statistics and a number of other federal agencies. Role: review a background paper describing key areas to assess in preschoolers’ cognitive, socio-emotional, and physical development and proposing instruments for doing so (mathematics component for 48-month-olds. (March, 3 days; December, 2 days).

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Professional Activities (continued)

School Readiness Review Panel, Division of Scientific Review, National Institute of Child Health and Human Development, Bethesda, MD, 8/1 & 8/2 (+ 5 days to review proposals before the panel meeting and 0.5 days afterward to amend reviews).

Reviewed the following textbook manuscript for Christopher-Gordon Publishers: Nebel’s Elementary Education: Creating a Tapestry of Learning. Materials reviewed included Prospectus, Introduction, and 14 chapters. (November, 2.5 days).

Consultant for the Palatine School District (elementary curriculum development and enrichment program projects). (December, 1 day).

External reviewer for promotion to Associate Professor with tenure for Brian Bottge, Department of Rehabilitation Psychology and Special Education, School of Education, University of Wisconsin at Madison. (December, 3 days).

2001

Advisory Board for the NSF-funded project “Building Blocks—Foundations for Mathematical Thinking, Prekindergarten to Grade 2: Research-based Materials Development” awarded to Dr. Douglas Clements (S.U.N.Y. at Buffalo). Reviewed over 50 pages of lessons and attended the advisory board meeting in Buffalo, NY. December 18 & 19. (8/00-12/01).

Member of National Council of Teachers of Mathematics editorial and writing committee for special-needs children. The panel served as the editorial/author group for a 3-book series on mathematics teaching and learning of special children. Attended committee meeting in Reston, VA (5/18/01 to 5/20/01) and reviewed and provided feedback on the revised prospectus for the first book. (10/00-12/01).

Writer for the new early childhood mathematics standards. Wrote first and third (latest) draft of the number and operations standards (about two fifths of all the content standards) and provided feedback on other standards, particularly the geometry standards. (10/00-12/01).

Helped the following colleagues develop proposals: (a) Dr. Robert Hunting, East Carolina University, NSF ROLE program, 7/1; (b) Dr. Fouad Abd-El-Khal, C&I, NSF proposal (several meetings in October), (c) Shirley Splittstoesser, Dept. of Natural History, Eisenhower grant; (d) Dr. Sue Bredekamp, Council for Early Childhood Professional Recognition (Supplement Heads Up Math course project with content to serve children with disabilities), Office of Special Education, 12/4.

Reviewed manuscripts for the following journals: (a) Child Development, (b) Cognition and Instruction 2, (c) Developmental Psychology, (d) Early Childhood Research Quarterly, (e) Early Education and Development, (f) Journal for Research in Mathematics Education 2, (g) Teaching Children Mathematics 2.

Reviewed a 400-page manuscript, titled Sorry, Wrong Number: Why Language and Mathematics Don’t Connect, for Teachers College Press (24 pages double spaced, February).

Reviewed a chapter titled, “Developments in Young Children’s Mathematical Reasoning,” for the series of books titled, Contemporary Perspectives in Early Childhood Education, edited by B. Spodek and O. Saracho and to be published by Information Age Publishers (June).

External reviewer for the promotion of Dr. Anne Morris (University of Delaware) to Associate Professor with tenure (August).

Reviewer of the Joint National Council of Teachers of Mathematics and the National Association for the Education of Young Children position statement on early childhood mathematics. (October).

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Professional Activities (continued)

2000

Member of the Research Advisory Council for PBS TeacherLine, which is developing a series of web-based professional development modules on the teaching and learning of PreK-8 mathematics. This project is funded by a grant from the U.S. Department of Education. Contribution includes attending the RAC meeting November 19 in Washington, D.C.

Reviewed a proposal on early number development for the Child Learning and Development program of the National Science Foundation (November).

Advisory Board for the NSF-funded project “Building Blocks—Foundations for Mathematical Thinking, Prekindergarten to Grade 2: Research-based Materials Development” awarded to Dr. Douglas Clements (S.U.N.Y. at Buffalo); attended board meeting Buffalo, NY, November 17-19.

Attended Illinois Statewide Mathematics Initiative meetings, Champaign, January 24, and Springfield, June 19.

Attended Illinois Mathematics Educators Association meetings, Champaign, 2-5:30 p.m., May 12 and Chicago (Xavier University), 11 a.m. – 3 p.m., June 23.

Consulted with Mahomet-Seymour Junior High School special education teacher Philisha Paragi and her aide about revising the mathematical component of Philip Eubanks’ IEPs (1/13). Philip has both physical and mental disabilities. The two-hour conference involved interviewing and assessing the student, interpreting the results of the TEMA-2 testing, and suggesting new mathematics objectives and activities for obtaining them.

Consulted with Shelby King from the Early Childhood Division of ISBE regarding the state’s proposed early childhood mathematics, 3 hours, June 7. Ms. King requested this meeting after hearing my talk at the Conference on Standards for Preschool and Kindergarten Mathematics Education.

Consultant for the Psychological Corporation, which is developing a diagnostic test for use with children classified as learning disabled. November 1999 – 2000.

Consultant for colleagues at University of Louisville (Drs. Chuck Thompson and Karen Karp), who were preparing a U.S. Department of Education grant proposal. This effort included a 2-hour conference call and sharing protocols, January 5, 2000 – present. It also involved a 3-day meeting in October.

Consultant for Riverside Publishing regarding numeral writing, April.

Consultant for Scott Foresman. Reviewed the Grade 2 Teacher’s Edition of the California Math (© 2000) Universal Access elementary mathematics textbook series (12 chapters; 6 full workdays, June, 2000).

Coordinated with representatives from the Mathematics Department regarding content instruction of students in our teacher education program, 9/15 & 12/27.

Discussant for symposium titled, “Early Mathematics: Everyday Behavior, Competence, and Motivation across Social Class and Culture,” Session 31.58 of the annual meeting of the American Educational Research Association April, New Orleans.

External reviewer for the promotion of Dr. Ellen Ansell (University of Pittsburgh) to Associate Professor with tenure.

Faculty mentor for Dr. Karen Karp (sponsored by University of Louisville School of Education Faculty Research Mentoring Program). This includes a 3-year adjunct faculty appointment to the School of Education at the University of Louisville.

One of 16 invited by the National Research Council to review Helping Children Learn Mathematics, edited by J. Kilpatrick & J. Swafford; published by the National Academy Press, Washington, D.C. This manuscript is an abridged and popular version of the NRC report Adding It Up: Helping Children Learn Mathematics. (October).

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Professional Activities (continued)

Invited by Dr. Suzanne Donovan (Project Director, Commission on Behavioral and Social Sciences and Education, Division on Education, Labor, and Human Performance, National Research Council) to speak to the NRC Committee on the Representation of Minority Children in Special Education committee meeting, Washington, DC. October 3.

Invited participant for the Conference on Standards for Preschool and Kindergarten Mathematics Education sponsored by the National Science Foundation and the ExxonMobil Foundation, Dallas, Texas, October 20-22.

Invited presenter and participant for the Conference on Standards for Preschool and Kindergarten Mathematics Education, Arlington, VA, May 15-17.

Invited presenter and participant for the Symposium titled, “Linking research and the new early childhood mathematics standards?” At the Research Presession of the annual meeting of the National Council of Teachers of Mathematics, Chicago, April 11.

Invited speaker on mathematics education reform for the Leal School Parent-Teacher Forum, September 26.

Member, National Council of Teachers of Mathematics editorial and writing committee for special-needs children. Attended committee meeting, Reston, VA, November 10-12. The panel is serving as the editors/authors for a book on the mathematics teaching and learning of special children.

Reviewer of journal manuscripts for: (a) British Journal of Developmental Psychology, (b) Child Development 3, (c) Developmental Psychology, (d) Early Childhood Research Quarterly (e) Early Education and Development, (f) Journal for Research in Mathematics Education, (g) Journal of Experimental Child Psychology, (h) Neuropsychological Rehabilitation, (i) Teaching Children Mathematics 2.

Reviewed a book chapter (“Chapter 7: Acquiring Conventional Skills”) of Kelly Mix (University of Indiana), Janellen Huttenlocher (University of Chicago), and Susan Cohen Levine’s (University of Chicago) forthcoming book Math without words: Quantitative development in infancy and early childhood. New York: Oxford University Press, January 14.

Reviewed a grant proposal for the Wellcome Trust (UK) and prepared a 5-page (single-spaced) report, January 14.

Reviewed paper proposals for AERA Section C, August.

Reviewed a 350-page (double-spaced) book manuscript (Adding It Up: Helping All Children Learn Mathematics), regarding mathematics education reform, and produced by (Committee on Mathematics Learning) the National Research Council, August.

Reviewed a 750-page book manuscript on using data as a basis for an inquiry approach to mathematics and science instruction for Christopher-Gordon Publishers, November.

Reviewed a 90-page book proposal on the “math wars” for Teachers College Press, December.

Reviewed a grant proposal for the Incentive Fund Grant Program sponsored by the Ohio Board of Regents, Dec.

Writer for the new early childhood mathematics standards. Wrote first and third (latest) draft of the number and operations standards (about two fifths of all the content standards).

1999

Advisory Board for the NSF-funded project “Building Blocks—Foundations for Mathematical Thinking, Prekindergarten to Grade 2: Research-based Materials Development” awarded to Dr. Douglas Clements (S.U.N.Y. at Buffalo); appointed July; attended board meeting Buffalo, NY, November 18-21.

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Consultant for the National Council of Teachers of Mathematics. Reviewed the draft of the Standards 2000, particularly in regard to the equity (“all children”) standard and the inclusion of special children.

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Arthur J. Baroody

Professional Activities (continued)

Guest lecturer for Dr. James Shriner’s SPED 425 (Instruction of students with mild cognitive disabilities) class (October 11).

Invited participant in the Hegeler Institute Mathematics Seminar, LaSalle-Peru, IL, October 29-31. included mathematics educators, mathematicians, psychologists, textbook publishers, and representatives from Illinois State Board of Education, the National Council of Teachers of Mathematics (NCTM), National Center to Improve the Tools of Educators (NCITE), and the news media. The focus of the seminar was what and how should elementary-level mathematics be taught.

Reviewed the following books for possible publication by Christopher-Gordon Publishers, Inc. (10/8 - 10/12): Hay-lock, D., & Cockburn, A. (originally published 1997). Mathematics every elementary teacher should know. Toronto: Trifolium Books.

Haylock, D., & D’Eon, M. (originally published 1999). Helping low achievers succeed at mathematics. Toronto: Trifolium Books.

Reviewed the following book for possible publication by Lawrence Erlbaum Associates (May): Sophian, C. (originally published 1994). Children’s numbers.

Reviewer of manuscripts for: (a) Canadian Journal of Experimental Psychology, (b) Journal for Research in Mathematics Education, and (c) Teaching Children Mathematics (3).

1998

Invited to serve as a discussant at the Mathematical Cognition conference sponsored by NICHD (NIH), Washington, DC, April 8-10.

External reviewer for the promotion of Dr. Peter Kloosterman (Indiana University) from Associate Professor to Full Professor.

Reviewer of manuscripts for: Cognition & Instruction, Early Education & Development (3), Journal for Research in Mathematics Education, Journal of Experimental Child Psychology (3), Teaching Children Mathematics (2).

1997

External reviewer for the promotion of Dr. Patricia Campbell (University of Maryland at College Park) from Associate Professor to Full Professor.

External reviewer of a doctoral dissertation (“The Mathematical Performance of Young Children with Myelomeningocele” by Kathryn French, 1992) as part of the periodic assessment of Northern Illinois University doctoral-degree programs. February 1997.

Reviewer of a preliminary NICHD proposal titled “A Stimulus Class Analysis of Number Skills” by Robert Stromer, Behavioral Sciences Division, Eunice Kennedy Shriver Center.

Reviewer of “Early Childhood, Where Learning Begins, Mathematics: Mathematics Activities for Parents and Their 2- to 5-Year Old Children” by Carol Sue Fromboluti and Natalie Rinck. Published by the National Institute on Early Childhood Development and Education, U.S. Department of Education, Washington, DC.

Reviewer of manuscripts for: (a) Journal for Research in Mathematics Education, (b) Journal of Experimental Child Psychology, (c) Learning Disabilities Quarterly, (d) Mathematical Cognition, Teaching Children Mathematics (2).

Reviewer of paper proposals for the annual meeting of the American Educational Research Association.

Reviewer of scholarly book, The Development of Mathematical Skills, edited by Chris Donlan, and published by Psychology Press.

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Professional Activities (continued)

Previous Years

Consultant for the Brighton (NY) Central Schools, 1983-84. (Revision of elementary mathematics curriculum and K-2 evaluation procedures.)

Consultant (voluntary) for the Urbana (IL) School District, fall 1987. (Revision of elementary mathematics curriculum and K-6 evaluation procedures.)

Consultant for Harcourt Brace Jovanovich, spring 1988. (Reviewed kindergarten instructional materials for the HBJ Big Book Series, Patterns. The series uses children’s literature and spin-off activities to teach mathematics.)

Consultant (voluntary) for the Dr. Howard Elementary School Champaign, IL, spring 1988. (Revision and evaluation of primary mathematics curriculum.)

Consultant for Harcourt Brace Jovanovich, Inc., 1989. (Advisory Board member for the new elementary mathematics program, Levels K through 3.)

Consultant for Learned & Tested, The Education Company, Harcourt Brace Jovanovich, Inc., 1989. (Reviewer for the Bright Start preschool program.)

Editorial Board, Learning and Individual Differences (1990-1992).

External reviewer, doctoral thesis, Jacqueline Joy Cumming, Children’s cognitive performance on the addition facts and more complex sums: The development and importance of automaticity, University of Queensland, Australia, 1988.

Review for ETCETERA column on Number Estimation Dominoes—Whole Number by J. D. & P. R. Slater, published in Teaching Children Mathematics, 1 (3) [November, 1994], page 197.

Reviewer for the following journals: (a) American Educational Research Journal (1995-96), (b) American Journal of Mental Retardation (1989), (c) Arithmetic Teacher and now called Teaching Children Mathematics (1986-95, 2x in 1996, 1997), (d) Child Development (1987-88, 1991), (e) Cognition and Instruction (1992-95), (f) Early Childhood Research Quarterly (1991, 1995-96), (g) Elementary School Journal (1990), (h) Interna-tional Journal of Behavioral Development (1989), (i) Journal for Research in Mathematics Education (1982-97), (j) Journal of Educational Psychology (1988), (k) Journal of Experimental Child Psychology (1988-89, 1991, 1993-97), (l) Journal of Experimental Psychology: Learning, Memory & Cognition (1987), (m) Learning and Instruction (1992), (n) Learning Disability Quarterly (1996), (o) Mathematical Cognition (1994), (p) Mathematics Teaching in the Middle Schools (1996).

Reviewer, paper proposals for meetings of the American Educational Research Association (1988-92, 1995-96), International Group for the Psychology of Mathematics—North American Chapter (1987, 1989-94), and the Society for Research in Child Development (1987, 1989, and 1991).

Reviewer for the following book chapters:• Ginsburg, H. P., Klein, A., & Starkey, P. (1998). The development of children’s mathematical thinking:

Connecting Research with practice. In I. Sigel & A. Renninger (Eds.). Handbook of Child Psychology: 5th Ed., Vol. 4. Child Psychology and Practice (pp. 401-476). New York: John Wiley & Sons.

• Fuson, K. C. (1992). Research on whole number addition and subtraction. In D. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 243-275). New York: Macmillan.

Reviewer, grant proposals for Memory & Cognitive Processes Program of the National Science Foundation (1987 & 1992) and the Spencer Foundation (1988).

Reviewer, book proposals for Allyn & Bacon (1989), Longman (1989) and Teachers College Press (1988).

Reviewer, “GLOWY” (an instructional software program for practicing multiterm addition and encouraging

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thinking skills for third- and fourth-graders) for LINC Resources of Columbus, OH (1989).

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Arthur J. Baroody

Public School Teaching

9/97 - 11/97 Instructor of “Mathematical Games,” offered by the Yankee Ridge Elementary School (Urbana, IL) Enrichment Program. Enrichment class offered once a week.

9/76 - 6/77 Math/science teacher at the George Junior Republic (Freeville, NY), a residential treatment

center for troubled adolescents.

9/72 - 6/73 Fifth grade teacher in the Liverpool (NY) Central Schools. Responsible for reading, language arts, and science instruction. Science program emphasized an activity approach.

1/72 - 6/72 Substitute teacher in the Liverpool (NY) Central Schools.

1/69 - 6/69 Practice teaching experience at the (South) Lansing (NY) Elementary School. Taught science to fourth and fifth graders.

College Teaching (U= undergraduate; G = graduate)

9/74 - 12/74 Cornell University(Teaching Assistant)

Educational psychology (U & G)

1/75 - 6/75 & SUNY at Cortland Educational psychology (U)

9/78 - 12/78 (part-time Asst. Prof.) Adolescent psychology (U)

9/78 - 6/80 Keuka College (a) Exceptional Children (U),(b) Human development (U),(c) Learning disabilities (U),(d) Personality theory (U),(e) Psychological tests & measures (U),(f) Psychology of women (U),(g) Psychology of women (U),(h) Social science elective (U),(i) Young child practicum (U)

2/80 - 12/82 University of Rochester (a) Children’s mathematical thinking (G),(b) Educational psychology (U),(c) Language development (U & G),(d) Student teaching—secondary school science/math (U & G)

8/86 - 2009 University of Illinois (a) Cognition of School Mathematics (G),(b) Development of elementary mathematics programs (G),(c) Informal and formal mathematical knowledge (G),(d) Investigative approach to elementary mathematics instruction (U & G),(e) Psychology of mathematical Learning (G),(f) Teaching elementary mathematics (U & G),(g) Research methods in mathematics and science education (G), (h) Trends and issues in elementary Mathematics (G)

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Arthur J. Baroody

Teacher Training Courses and Workshops

“Mathematical Problem Solving and Number Fact Learning,” in-service workshop for the Unity West Elementary School (Tolono, IL), 1/14/05 (3.5 hours + 3 hours of preparation).

“Fostering Early Number and Operation Sense,” in-service workshop for the Champaign Early Childhood Center, 2/25/04 (2 .5 hrs. + 4 hrs. preparation.)

“Fostering and Assessing Early Number and Operation Sense” (Keynote Session) and “Using the TEMA-3 as a Basis for Diagnostic Testing and Planning Instruction” (breakout session), Lesley University Early Childhood Institute Conference, sponsored by the Lesley University Center for Children, Families, and Public Policy in Collaboration with the Massachusetts Department of Education, Early Learning Services. Framingham, MA, 11/17/03. (Each session was 1.25 hours long.)

“Fostering the Mathematical Proficiency of All Students,” in-service workshop for elementary teachers, special education teachers, teachers aids, and school administrators sponsored by the Wyoming Department of Education and the Albany County School District #1, Cheyenne, WY, October 2 & 3, 2003.

“Assessing and Fostering the Mathematical Proficiency of All Children,” in-service workshop for K-2 teachers and special education teachers sponsored by EDCO (a collaborative effort of 16 school districts in the Boston

area), 7/29 to 7/31/03.

“Fostering the Mathematical Proficiency of Children with Learning Difficulties,” invited main speaker at the Math Forum—Mountain Plains Regional Resource Center, Denver, 3/28/03.

“Early Childhood Mathematics Standards and Curricula,” In-service workshop, Marquette School, Champaign, 1.5 hour workshop, 12/6/02.

“Fostering Children’s Mathematical Proficiency: Using Place-Value as an Example,” day-long in-service teacher workshop sponsored by EDCO (a collaborative effort of 16 school districts in the Boston area), 11/1/02.

“Preschoolers Number and Operation Sense.” In-service workshop, Marquette School, Champaign, 2 hours, 10/25/02.

“Prairie Flowers ‘Veterans’ Summer Workshop 2001” sponsored by the Howard Hughes Medical Institute (for science and mathematics education), National History Department, UIUC. My portion of the workshop was done on July 16, 18, and 20 from 8:45 to 3:15.

“PF Spring Workshop” sponsored by the Howard Hughes Medical Institute (for science and mathematics education), National History Department, UIUC. (3/9/01, 2:15-2:45).

“Implementing the Investigative Approach to Mathematics Instruction” workshop offered as part of the Novice Teacher Support program (for first-, second-, and third-year K-12 teachers) and co-taught with Mahomet-Seymour School District teachers Jean Campion and Patty Stoffel, 9 AM to 3 PM, 6/20-22/00.

“Fostering Mathematical Problem Solving.” Illinois State University student teachers supervised by Carole Sweeney (a former graduate student), Mahomet, IL, 3/20/00.

“Fostering Mathematical Power,” Northeast School, Danville (IL), 10/22 & 23/97.

“Preschool Mathematics Instruction: Counting Concepts, Patterns, and Skills,” Colonel Wolfe School, Champaign (IL), 1/10/94.

“Helping Children See Patterns and Make Connections,” Prince George’s County Schools (MD) and sponsored by the National Urban Alliance, 3/9-10/93.

“Teaching Place-Value Skills Meaningfully,” Lincoln Trails Elementary School, Mahomet (IL) School District. 1/7/93.

“New Directions in Mathematics Education.” Presentation sponsored by the Mahomet (IL) Schools PTO. 4/11/91.

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Teacher Training Courses and Workshops (continued)

“Teaching Multiplication and Division with Fractions Meaningfully,” Lincoln Trails School, Mahomet (IL) School District. 9/12/90.

“A Psychological Analysis of Mathematics Their Way,” meeting of the Summer Mathematics Education Program, Altgeld Hall, UIUC. 5/6/90.

Invited speaker for the Identification Forum, Central Illini Gifted-Talented Conference sponsored by E.S.C. #13, Champaign, IL, 3/6/90.

Math and Parenting: How Do We Insure Success?” The Mathematics and Science Education Center, St. Louis, MO. 9/13/89.

“Teaching Mathematics With Games,” The Mathematics and Science Education Center, St. Louis, MO. 9/13/89.

“Using Manipulatives Effectively to Teach Primary-Level Mathematics,” 41st Annual Meeting of the Illinois Council of Teachers of Mathematics, Peoria, IL. 10/21/89.

“Using Games and Activities to Teach Basic Mathematics Skills,” Sangamon Elementary School, Mahomet (IL) School District. 11/9/89.

“A Game-Based Approach to Primary Mathematics Instruction,” Dr. Howard School, Champaign (IL) School District. 8/23/88.

“Using Hieroglyphics to Teach Math,” Eleventh Annual Midwinter Conference, Urbana (IL) School District. 2/25/88.

“Introduction to Children’s Mathematical Learning,” Prairie School, Urbana (IL) School District. 10/20/87.

“Introduction to Children’s Mathematical Learning,” Sangamon Valley Elementary, Mahomet (IL) School District. 9/23/87.

“Introduction to Children’s Mathematical Learning,” Lincoln Trail Elementary, Mahomet (IL) School District. 4/15/87.

“Basic Number Facts,” Demonstration workshop for “Children’s Mathematical Thinking: Videotape Workshops for Educators.” Elementary Mathematics Teacher Development Conference,

Rutgers University. 6/6/86.

“Mastering Basic Arithmetic: The Case for Rule-Based Learning,” Monroe County BOCES I, Fairport, NY. 11/5/85.

“Teaching Basic Counting Skills to Mentally Retarded Children,” Monroe County BOCES I, Fairport, NY. 11/28/84 and 12/12/84.

“A Psychological Analysis of the Wynroth Mathematics Curriculum,” Monroe-Orleans Counties BOCES II, Spencerport, NY. 9/22/83.

“Summer Math Workshop” (mathematics curriculum improvements), Brighton (NY) Central Schools. 7/18-19/83.

“Rationale, Use and Interpretation of the TEMA,” Brighton (NY) Central Schools. 9/7/83.

“Analysis of the Wynroth Mathematics Curriculum,” Brighton (NY) Central Schools. 3/14, 3/21, 4/18, 4/25/83.

“Math Learning Problems: Causes and Remedies,” Brighton (NY) Central Schools. 1/83-3/83.Teacher Training Courses and Workshops (continued)

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“Current Developments in Learning Theory,” Greece (NY) Central Schools. 9/23/82.

“Recent Trends in Discipline,” Victor (NY) Central Schools. 3/15/82.

“Diagnosis and Remediation of Base Ten Difficulties,” R.I.T. Learning Development Center, Rochester, NY. 1/12/82.

“Discipline Guidelines and Goofs,” Greece (NY) Central Schools. 11/18/81.

“The Development of Basic Counting Skills,” Cerebral Palsy Clinic, Al Sigel Center, Rochester, NY. 3/25/81.

“Math Learning Difficulties,” Pittsford (NY) Central Schools. (3/20/81).

“Disciplining Young Children,” Yates Day Care Center, Penn Yan, NY. 4/7/80.

“Diagnosing Computational Errors,” Southern Illinois University Teachers’ Center Project Workshop, Edwardsville, IL. 3/22/80.

“An Evaluation of the Wynroth Math Curriculum,” (South) Lansing (NY) Central Schools. 6/8/78.

“Creativity in the Schools—Promise and Practice,” Springville Griffith Institute Central School District, NY (assistant instructor). 3/21/74.

“Supervision of Practice Teachers” and “Curriculum in the American Schools.” Extramural courses offered by SUC at Geneseo (assistant instructor). 1/74-4/74 and 9/74-12/74.

College Service

C&I Graduate Students Awards Committee (2007-08).

Internal reviewer for Dr. Margery Osborne’s promotion to Full Professor (10/07, 0.5 days).

College Appeals Committee. Reviewed appeal by an Assistant Professor in the Department of Special Educaion regarding promotion to Associate Professor with tenure. Spring 2007.

Member of Dr. Michelle Crockett’s third-year review committee. Reviewed her vita, service statement, and research statement. Spring 2007.

Member, Search Committee for the Secondary Mathematics Education Excellence search. Spring 2007.

Co-wrote a letter supporting Sarah Lubienski’s nomination for a University Scholar Award (2/07, 1 day).

Co-chair, Search Committee for the Secondary Mathematics Education Excellence search. 10/1/05-8/15/06.

C&I Department Supplemental Promotion and Tenure Committee, 2004-2007. Served on the promotion committee for the following colleagues:(a) Stafford Hood, C&I Head (reviewed and voted on papers for tenure as Professor (6/08; 1 day);(b) Mary Kalantzis, Dean (reviewed and voted on papers for tenure as Professor (6/05; 1 day);(c) Marilyn Johnson (reviewed and voted on PT papers for promotion to Professor; March, 2005; 0.5 days);(d) Sarah Lubienski (prepared scholarship statement, co-authored potential statement, and collected letters from

the external reviewers for promotion to Associate Professor with tenure, July, 2005; 0.5 day; October, 2004; 3 days);(e) Daniel Walsh (prepared service statement for his promotion papers for promotion to Professor, July, 2005; 2

days); and(f) Sarah McCarthey (reviewed and voted on promotion papers to Professor, November, 2004; 1 day).

College Research Committee, 2004-2006.

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Arthur J. Baroody

College Service (continued)

Wrote a letter supporting Sarah Lubienski’s nomination for COE Distinguished Scholar Award (3/06, 1 day).

Represented the MST division, C&I Department, and COE in meetings with the following visiting dignitaries: (a) Howard Gobstein, National Association of State Universities and Land-Grant Colleges to discuss educational research initiatives (8/11/06); (b) U.S. Senator Dick Durbin’s aide Ms. Attapit to discuss federal funding of research (8/17/06); and (c) Randy Maier, Boeing Company Fund, to discuss funding initiatives regarding teacher education (9/19/06).

Council on Teacher Education (CTE) Elementary Education Area of Specialization Committee (ASC), and CTE Mathematics ASC, 8/03–present.

Guest speaker for SpEd 447 10/24/05 4-6 p.m.

Guest speaker for C&I 431 Section C 10/28/05 (5-6 p.m.) and 11/2 (5-6:30 p.m.).Review Committee for Elementary Education Teacher Preparation (Spring, 2005; 1 day).

At the request of the Dean, represented the MST Program at a meeting with the U.S. Government Accountability Office regarding the evaluation of federal STEM efforts (3/2/05; 2 hours).

Wrote a letter supporting Dr. Brent McBride’s nomination for a College of ACES award. The letter described the invaluable service he performs in directing the Child Development Lab and his research contribution (11/28/04; 0.5 days).

Faculty of Teacher Education, Council of Teacher Education, 9/88–2002.

College Committee on Human Subjects 9/02–8/05.

At the request of the Department Head, served as the faculty mentor for Dr. Bridget Arnold, 8/00–7/05.

Mathematics Area Committee of the Council on Teacher Education, 1994-2002.

Search Committee for C&I Department Head 11/02-3/03.

Promotion and tenure committee for Rochelle Gutiérrez. Primary responsibility was to review the candidate’s scholarly work and write the in-house evaluation of it, 9/01-12/02.

Chair, C&I Department Search Committee for a position in elementary mathematics education, 9/01-5/02.

College Task Force to Evaluate the University Primary School, 11/00-12/02.

C&I Department Early Childhood Committee, 9/99-8/02.

College Awards Committee 1/01-3/01. Served as an adjunct member to evaluate candidates for the Senior Scholars Award and University Scholars Award.

C&I Department Committee to review the promotion of Dr. Elizabeth Swadena to Full Professor, 11/99.

College Ad Hoc RMAC Improvement Committee, 8/99-8/00.

College Research Committee, College of Education, 8/98-8/99.

C&I Department Search Committee for Early Childhood Education, 1998-99.

C&I Department Professional Issues Committee, 1996-98.

C&I Department Teacher Education Redesign Transition Committee 1997-99.

C&I Department Graduate Programs Review Task Force, 1996-97.

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Arthur J. Baroody

College Service (continued)

C&I Department Search Committee for Elementary Mathematics Education, Chair, 1996-97.

C&I Department Search Committee for Secondary Mathematics Education, 1996-97.

College Committee on Professional Preparation and Development, College of Education, 1996-97.

Search Committee for two positions in mathematics education in the Department of C&I, spring semester, 1995.

College Committee on Research; College of Education, 8/90-8/93; Chair, Subcommittee on Research Convocation, 8/90-6/91.

Joint Mathematics Department and Department of C&I Committee, 3/91-7/92.

Search Committee for the position in mathematics education in the Department of C&I, 11/90-5/91.

Search Committee for the position in mild educational handicaps in the Dept. of Special Education, 11/89-5/90.

Search Committee for positions in the Provisional Department of C&I, 12/88-4/89.

Space and Building Committee, College of Education, 8/88-8/89.

Campus Charitable Fund Drive, Unit Leader (Bureau of Educational Research), 1988.

Search committee for position in mathematics education in the Provisional Department of

Curriculum & Instruction, 10/87-5/88.

By-laws Committee, Provisional Department of C&I, 11/87-5/88.

Urbana Year-Long Project, 10/87-5/91.

Executive Committee, Department of Elementary and Early Childhood Education, 8/87-7/88.

Mathematics Committee for the Preparation of Teachers, AY 1987-88.

Technology Committee, College of Education, spring 1987.

Awards and Recognitions

Recognized as a 2011 AERJ-THLD Excellent Reviewer.

Awarded a College of Education Faculty Fellowship (appointment to the Bureau of Educational Research) 1999-2000 AY and again for the 2000-2001AY.

College of Education Distinguished Senior Scholar, 1997-98.

Who’s Who in Science and Engineering (3rd ed.) published by Marquis Who’s Who, New Providence, NJ.

College of Education Scholar Award, UIUC, 1990.

Partial List of Teachers Rated as Excellent by their Students for courses taught: Spring, 2005; Spring, 2004; Fall, 2003; Spring, 2001; Fall, 1998; Fall, 1997 and 1996; Fall and Spring, 1995; Fall 1993; Spring and Fall, 1992, 1989, and 1988; and Spring, 1987.

Geneseo Valley School Development Association Merit Award for outstanding achievement in applied research/educational innovation, 7/25/85.

Undergraduate awards consisted of a New York State Regents Scholarship and a Two-year Army R.O.T.C.

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Arthur J. Baroody

Scholarship. Received a New York State Regents Scholarship for War Service Veterans for graduate studies.Miscellaneous

Served as a U.S. Army Air Defense Officer from 9/69-6/72. Service included a 7-month stint (11/69-6/70) as an instructor in the Army Air Defense School’s Instructors Training Branch (Ft. Bliss, TX). Trained and supervised the practicum of Air Defense School instructors. After graduation evaluated the job performance of Air Defense School Instructors. Honorable discharge. Served in the U.S, Army Reserves (9/74-6/75); achieved the rank of Captain.

Camp staff member at the Auburn (NY) Y-Camps, summers of 66-69, 73-77, and 81. Positions included waterfront director, counselor-in-training director, and program (assistant) director.

Married the former Sharon Coslick on 3/29/70. Twin daughter Alison and son Alexis born 6/11/82. Daughter Arianne born 1/11/84.

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