Arthur J Baroody

Biographic Data

ID	202158
NAME	Arthur J Baroody
GIVEN NAMES	Arthur J
FAMILY NAME	Baroody
SIGNATURE	BAROODY A J
AFFILIATIONS	University of Illinois Urbana-Champaign
ORCID	0000-0003-4296-8434
VERIFIED	Yes
TOTAL WORKS	12
TOTAL CITATIONS	4
AUTHOR COUNT	12
EDITOR COUNT	0
FIRST PUBLICATION YEAR	1979
LATEST PUBLICATION YEAR	2026
H-INDEX	1

Promoting the development of the cardinality principle
Arthur J Baroody, Veena Paliwal et al.ARTICLEMathematical Thinking and Learning2026
The basis for meaningful one-to-one counting is the cardinality principle (CP): The last number word used in counting a collection indicates its total. A popular view is that CP development builds on subitizing: the immediate association and labeling of a small collection with a number word. Simon etal. (2021) challenged the theoretical rationale and supporting evidence of this view, arguing in part that subitizing does not provide an adequate co…
Features in children's counting books that lead dyads to both count and label sets during shared book reading
Open AccessConnor D O’Rear, Isabella Seip et al.ARTICLEChild Development2023
This study examined how book features influence talk during shared book reading. We used data from a study in which parent–child dyads (n = 157; child's M age = 43.99 months; 88 girls, 69 boys; 91.72% of parents self-reported as white) were randomly assigned to read two number books. The focus was comparison talk (i.e., talk in which dyads count a set and also label its total), as this type of talk has been shown to promote children's understandi…
Lessons Learned from 10 Experiments That Tested the Efficacy and Assumptions of Hypothetical Learning Trajectories
Open AccessArthur J Baroody, Douglas H Clements et al.ARTICLEEducation Sciences2022
Although reformers have embraced learning trajectories (LT, also called learning progressions) as an important tool for improving mathematics education, the efficacy and assumptions of LT-based instruction are largely unproven. The aim of a recently completed research project was to fill this void. Fulfilling this aim was more challenging than many supporters of LT-based instruction might imagine. A total of 10 experiments were untaken, of which …
Comparing the efficacy of early arithmetic instruction based on a learning trajectory and teaching-to-a-target
Open AccessDouglas H Clements, Julie Sarama et al.ARTICLEJournal of Educational Psychology2021
Fostering the learning of subtraction concepts and the subtraction-as-addition reasoning strategy
Open AccessVeena Paliwal, Arthur J BaroodyARTICLEEarly Childhood Research Quarterly2020References: 2
Evaluating the Efficacy of a Learning Trajectory for Early Shape Composition
Open AccessDouglas H Clements, Julie Sarama et al.ARTICLEAmerican Educational Research…2019Cited by: 1References: 29
Although basing instruction on learning trajectories (LTs) is often recommended, there is little direct evidence regarding the premise of a LT approach—that instruction should be presented (only) one LT level beyond a child’s present level. We evaluated this hypothesis in the domain of early shape composition. One group of preschoolers, who were at least two levels below the target instructional LT level, received instruction based on an empirica…
How best to teach the cardinality principle
Open AccessVeena Paliwal, Arthur J BaroodyARTICLEEarly Childhood Research Quarterly2018References: 5
The impact of highly and minimally guided discovery instruction on promoting the learning of reasoning strategies for basic add-1 and doubles combinations
Open AccessArthur J Baroody, David J Purpura et al.ARTICLEEarly Childhood Research Quarterly2014References: 3
Can Computer-Assisted Discovery Learning Foster First Graders’ Fluency With the Most Basic Addition Combinations
Open AccessArthur J Baroody, Michael D Eiland et al.ARTICLEAmerican Educational Research…2013References: 63
In a 9-month training experiment, 64 first graders with a risk factor were randomly assigned to computer-assisted structured discovery of the add-1 rule (e.g., the sum of 7 + 1 is the number after “seven” when we count), unstructured discovery learning of this regularity, or an active-control group. Planned contrasts revealed that the add-1 conditions were more effective than regular instruction/practice in promoting the learning of the add-1 rul…
A reexamination of mental arithmetic models and data
Open AccessArthur J Baroody, A BAROODYARTICLEDevelopmental Review1984
The development of procedural knowledge
Open AccessArthur J BaroodyARTICLEDevelopmental Review1983
Number Conservation in Two West African Societies
Open AccessJill K Posner, Arthur J BaroodyARTICLEJournal of Cross-Cultural…1979Cited by: 3References: 3
The effects of cultural and educational variables on the development of number conservation were examined among African children from two cultural milieux (agricultural and merchant). A task which evaluated counting skill was also administered to determine if a relationship exists between counting facility and conservation. Schooled Baoule (agricultural) children performed better than unschooled children on conservation. However, a matched group …

Number Conservation in Two West African Societies
Open AccessJill K Posner, Arthur J BaroodyARTICLEJournal of Cross-Cultural…1979Cited by: 3References: 3
The effects of cultural and educational variables on the development of number conservation were examined among African children from two cultural milieux (agricultural and merchant). A task which evaluated counting skill was also administered to determine if a relationship exists between counting facility and conservation. Schooled Baoule (agricultural) children performed better than unschooled children on conservation. However, a matched group …
The development of procedural knowledge
Open AccessArthur J BaroodyARTICLEDevelopmental Review1983
A reexamination of mental arithmetic models and data
Open AccessArthur J Baroody, A BAROODYARTICLEDevelopmental Review1984
Can Computer-Assisted Discovery Learning Foster First Graders’ Fluency With the Most Basic Addition Combinations
Open AccessArthur J Baroody, Michael D Eiland et al.ARTICLEAmerican Educational Research…2013References: 63
In a 9-month training experiment, 64 first graders with a risk factor were randomly assigned to computer-assisted structured discovery of the add-1 rule (e.g., the sum of 7 + 1 is the number after “seven” when we count), unstructured discovery learning of this regularity, or an active-control group. Planned contrasts revealed that the add-1 conditions were more effective than regular instruction/practice in promoting the learning of the add-1 rul…
The impact of highly and minimally guided discovery instruction on promoting the learning of reasoning strategies for basic add-1 and doubles combinations
Open AccessArthur J Baroody, David J Purpura et al.ARTICLEEarly Childhood Research Quarterly2014References: 3
How best to teach the cardinality principle
Open AccessVeena Paliwal, Arthur J BaroodyARTICLEEarly Childhood Research Quarterly2018References: 5
Evaluating the Efficacy of a Learning Trajectory for Early Shape Composition
Open AccessDouglas H Clements, Julie Sarama et al.ARTICLEAmerican Educational Research…2019Cited by: 1References: 29
Although basing instruction on learning trajectories (LTs) is often recommended, there is little direct evidence regarding the premise of a LT approach—that instruction should be presented (only) one LT level beyond a child’s present level. We evaluated this hypothesis in the domain of early shape composition. One group of preschoolers, who were at least two levels below the target instructional LT level, received instruction based on an empirica…
Fostering the learning of subtraction concepts and the subtraction-as-addition reasoning strategy
Open AccessVeena Paliwal, Arthur J BaroodyARTICLEEarly Childhood Research Quarterly2020References: 2
Comparing the efficacy of early arithmetic instruction based on a learning trajectory and teaching-to-a-target
Open AccessDouglas H Clements, Julie Sarama et al.ARTICLEJournal of Educational Psychology2021
Lessons Learned from 10 Experiments That Tested the Efficacy and Assumptions of Hypothetical Learning Trajectories
Open AccessArthur J Baroody, Douglas H Clements et al.ARTICLEEducation Sciences2022
Although reformers have embraced learning trajectories (LT, also called learning progressions) as an important tool for improving mathematics education, the efficacy and assumptions of LT-based instruction are largely unproven. The aim of a recently completed research project was to fill this void. Fulfilling this aim was more challenging than many supporters of LT-based instruction might imagine. A total of 10 experiments were untaken, of which …
Features in children's counting books that lead dyads to both count and label sets during shared book reading
Open AccessConnor D O’Rear, Isabella Seip et al.ARTICLEChild Development2023
This study examined how book features influence talk during shared book reading. We used data from a study in which parent–child dyads (n = 157; child's M age = 43.99 months; 88 girls, 69 boys; 91.72% of parents self-reported as white) were randomly assigned to read two number books. The focus was comparison talk (i.e., talk in which dyads count a set and also label its total), as this type of talk has been shown to promote children's understandi…
Promoting the development of the cardinality principle
Arthur J Baroody, Veena Paliwal et al.ARTICLEMathematical Thinking and Learning2026
The basis for meaningful one-to-one counting is the cardinality principle (CP): The last number word used in counting a collection indicates its total. A popular view is that CP development builds on subitizing: the immediate association and labeling of a small collection with a number word. Simon etal. (2021) challenged the theoretical rationale and supporting evidence of this view, arguing in part that subitizing does not provide an adequate co…