Does mathematics instruction for three- to five-year-olds really make sense?

Young Children

Volumn 55, Issue 4, 2000, Pages 61-67

  Baroody, Arthur J ^a  

^a UNIVERSITY OF ILLINOIS AT URBANA CHAMPAIGN   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0041114468     PISSN: 00440728     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Review

References (37)

1. Anderson, A. 1997. Families and mathematics: A study of parent-child interactions. Journal for Research in Mathematics Education 28:484-511.
2. Baroody, A.J. 1989. A guide to teaching mathematics in the primary grades. Boston: Allyn & Bacon.
3. Baroody, A.J. 1995. The role of the number-after rule in the invention of computational shortcuts. Cognition and Instruction 13: 189-219.
4. Baroody, A.J., with R.T. Coslick. 1998. Fostering children's mathematical power: An investigative approach to K-8 mathematics instruction. Mahwah, NJ: Erlbaum.
5. Bereiter, C., & S. Engelmann. 1966. Teaching disadvantaged children in the preschool. Englewood Cliffs, NJ: Prentice Hall.
6. Blevins-Knabe, B., & L. Musun-Miller. 1996. Number use at home by children and their parents and its relationship to early mathematical performance. Early Development and Parenting 5 (1): 35-45.
7. Bredekamp, S., & C. Copple, eds. 1997. Developmentally appropriate practice in early childhood programs. Rev. ed. Washington, DC: NAEYC.
8. Bruner, J.S., A. Jolly, & K. Sylva. 1976. Play: Its role in development and evolution. New York: Basic.
9. Burns, M. 1992. Math and literature (K-3). Sausalito, CA: Math Solutions.
10. Carpenter, T., J. Hiebert, & J. Moser. 1983. Problem structure and first-grade children's initial solution processes for simple addition and subtraction problems. Journal for Research in Mathematics Education 12: 27-39.
11. Davis, G., & A. Pitkethly. 1990. Cognitive aspects of sharing. Journal for Research in Mathematics Education 21: 145-53.
12. Donaldson, M. 1978. Children's minds. New York: Norton.
13. Durkin, K., B. Shire, R. Riem, R. Crowther., & D. Rutter. 1986. The social and linguistic context of early number use. British Journal of Developmental Psychology 4: 269-88.
14. Fromboluti, C.S., & N. Rinck. 1999. Early childhood, where learning begins, mathematics: Mathematical activities for parents and their 2-to 5-year-old children. U.S. Department of Education (ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398).
15. Ginsburg, H.P., A. Klein, & P. Starkey. 1998. The development of children's mathematical knowledge: Connecting research with practice. In Handbook of child psychology: Vol. 4. Child psychology in practice, 5th ed., eds. W. Damon, I.E. Sigel, & K.A. Renninger, 401-76. New York: Wiley & Sons.
16. Hatano, G. 1988. Social and motivational bases for mathematical understanding. In Children's mathematics, eds. G.B. Saxe & M. Gearhart, 55-70. San Francisco: Jossey-Bass.
17. Hiebert, J., & T.P. Carpenter. 1992. Learning, teaching with understanding. In Handbook of research on mathematics teaching and learning, ed. D. Grouws, 65-97. New York: Macmillan.
18. Hughes, M. 1986. Children and number. New York: Basil Blackwell.
19. Hutchins, P. 1986. The doorbell rang. New York: Greenwillow.
20. Huttenlocher, J., N.C. Jordan, & S.C. Levine. 1994. A mental model for early arithmetic. Journal of Experimental Psychology: General 123: 284-96.
21. Kamii, C. 1985. Young children reinvent arithmetic: Implication of Piaget's theory. New York: Teachers College Press.
22. Lave, J., M. Murtaugh., & O. de la Rocha. 1984. The dialectic of arithmetic in grocery shopping. In Everyday cognition: Its development in social context, eds. B. Rogoff and J. Lave, 67-94. Cambridge, MA: Harvard University Press.
23. Leino, J. 1990. Knowledge and learning in mathematics. In Transforming children's mathematics education, eds. L. Steffe & T. Wood, 41-46. Hillsdale, NJ: Erlbaum.
24. Mix, K.S. 1999. Preschoolers' recognition of numerical equivalence: Sequential sets. Journal of Experimental Child Psychology 74: 309-32.
25. Mix, K.S., J. Huttenlocher, & S.C. Levine. 1996. Do preschool children recognize auditory-visual numerical correspondences? Child Development 67: 1592-1608.
26. Mix, K.S., S.C. Levine, & J. Huttenlocher. 1999. Early fraction calculation ability. Developmental Psychology 35: 164-74.
27. NCTM (National Council of Teachers of Mathematics). 1989. Curriculum and evaluation standards for school mathematics. Reston, VA: Author.
28. NCTM (National Council of Teachers of Mathematics). 1991. Professional standards for teaching mathematics. Reston, VA: Author.
29. Piaget, J. 1965. The child's conception of number. New York: Norton.
30. Rittle-Johnson, B., & M.W. Alibali. 1999. Conceptual and procedural knowledge of mathematics: Does one lead to the other? Journal of Educational Psychology 91: 175-89.
31. Rogoff, B. 1990. Apprenticeship in thinking. Oxford: Oxford University Press.
32. Saxe, G., S. Guberman, & M. Gearhart. 1987. Social processes in early number development. Monographs of the Society for Research in Child Development, vol. 52, no. 2. Chicago: University of Chicago Press.
33. Sophian, C., & P. McCorgray. 1994. Part-whole knowledge and early arithmetic problem-solving. Cognition and Instruction 12: 3-33.
34. Thiessen, D., & M. Matthias, eds. 1992. The wonderful world of mathematics. Reston, VA: National Council of Teachers of Mathematics.
35. Thorndike, E.L. 1922. The psychology of arithmetic. New York: Macmillan.
36. Vygotsky, L. 1968. Thought and language. Cambridge, MA: MIT Press.
37. Whitin, D.J., & S. Wilde. 1992. Read any good math lately? Children's books for mathematical learning, K-6. Portsmouth, NH: Heinemann.