Karen C Fuson
Biographic Data
| ID | 3454321 |
|---|---|
| NAME | Karen C Fuson |
| GIVEN NAMES | Karen C |
| FAMILY NAME | Fuson |
| SIGNATURE | FUSON K C |
| AFFILIATIONS | Northwestern University |
| ORCID | 0000-0002-6782-3824 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 67 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1982 |
| LATEST PUBLICATION YEAR | 2017 |
| H-INDEX | 2 |
The research-based balance in early childhood mathematics
We address common criticisms of the Common Core State Standards—Mathematics, evaluating them based on comprehensive reviews of existing documentation and research to better ground future debates and to ameliorate negative effects of possible misconceptions or misinterpretations. The four main criticisms follow. (1) No one who helped develop the standards had any expertise in the education of young children. (2.) The CCSSM dictates scripted curric…
Making Mathematics Problematic
Problem Solving as a Basis for Reform in Curriculum and Instruction
We argue that reform in curriculum and instruction should be based on allowing students to problematize the subject. Rather than mastering skills and applying them, students should be engaged in resolving problems. In mathematics, this principle fits under the umbrella of problem solving, but our interpretation is different from many problem-solving approaches. We first note that the history of problem solving in the curriculum has been infused w…
Children’s Counting and Concepts of Number
Preschoolers’ dyadic speech about nonpresent entities during joint play∗
This study examined speech about nonpresent entities (immediate/task; local/nontask perceptually present; distant/nontask perceptually nonpresent) in the conversations of same‐aged dyads of 2‐ through 5‐year‐olds in two task situations. It also examined the portion of task speech that related to the sharing and use of task objects and to task themes or goals. For all subjects, there was a high rate of talking (one utterance every 2 s), and speech…
Verbally expressed fantasy play of preschoolers as a function of toy structure
Problem Solving as a Basis for Reform in Curriculum and Instruction
We argue that reform in curriculum and instruction should be based on allowing students to problematize the subject. Rather than mastering skills and applying them, students should be engaged in resolving problems. In mathematics, this principle fits under the umbrella of problem solving, but our interpretation is different from many problem-solving approaches. We first note that the history of problem solving in the curriculum has been infused w…
The research-based balance in early childhood mathematics
We address common criticisms of the Common Core State Standards—Mathematics, evaluating them based on comprehensive reviews of existing documentation and research to better ground future debates and to ameliorate negative effects of possible misconceptions or misinterpretations. The four main criticisms follow. (1) No one who helped develop the standards had any expertise in the education of young children. (2.) The CCSSM dictates scripted curric…
Making Mathematics Problematic
Verbally expressed fantasy play of preschoolers as a function of toy structure
Verbally expressed fantasy play of preschoolers as a function of toy structure
Preschoolers’ dyadic speech about nonpresent entities during joint play∗
This study examined speech about nonpresent entities (immediate/task; local/nontask perceptually present; distant/nontask perceptually nonpresent) in the conversations of same‐aged dyads of 2‐ through 5‐year‐olds in two task situations. It also examined the portion of task speech that related to the sharing and use of task objects and to task themes or goals. For all subjects, there was a high rate of talking (one utterance every 2 s), and speech…
Children’s Counting and Concepts of Number
Problem Solving as a Basis for Reform in Curriculum and Instruction
We argue that reform in curriculum and instruction should be based on allowing students to problematize the subject. Rather than mastering skills and applying them, students should be engaged in resolving problems. In mathematics, this principle fits under the umbrella of problem solving, but our interpretation is different from many problem-solving approaches. We first note that the history of problem solving in the curriculum has been infused w…
Making Mathematics Problematic
The research-based balance in early childhood mathematics
We address common criticisms of the Common Core State Standards—Mathematics, evaluating them based on comprehensive reviews of existing documentation and research to better ground future debates and to ameliorate negative effects of possible misconceptions or misinterpretations. The four main criticisms follow. (1) No one who helped develop the standards had any expertise in the education of young children. (2.) The CCSSM dictates scripted curric…
Psychology (6 works) · Cognitive psychology (3 works) · Computer Science (3 works) · Mathematics education (3 works) · Mathematics Education and Teaching Techniques (3 works) · Cognitive and developmental aspects of mathematical skills (2 works) · Curriculum (2 works) · Developmental psychology (2 works) · Epistemology (2 works) · Pedagogy (2 works)