Topic
Description
TL
Math Teaching and Learning
FRP
Fractions, Ratios, Proportions, and Geometry
MpDv
Multiplication and Division
MD
Multi-Digit Addition and Subtraction
SD
Single-Digit Addition and Subtraction
OL
Add and Subtract in Other Languages
CC
Counting and Cardinality
Type
Longer Paper
Shorter Paper

I have gathered some of the research that underlies the classroom teaching/learning approaches.  You can sort the table below by math topic, or by type of research publication (shorter or longer) by using the drop-down boxes just above the table.  You can download a pdf file of a publication for your own educational use by clicking on the Click Here in the Download column for that publication within the table.

 

When a publication is a chapter in a book, you might want to check out the whole book for other useful chapters.  Authors of these publications include members of the Children’s Math Worlds Project team, my PhD students, post-doctoral students, and colleagues at Northwestern University and elsewhere.  Authors who have gone on to faculty positions at a university have emails or that university listed so that you can contact them to follow their other research.

You can download the references for all publications available here on this website by clicking here.

You can search for words within the table by entering words in the Search Here box. Then click the Clear Search button to reset the table.

You can also search for topics and types by using the drop-down boxes. Then click the Reset Table button to reset the table.

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Reference
Date
Topic
Type
Download
Fuson, K. C. (2020). The best multidigit computation methods: A cross-cultural cognitive, mathematical, and empirical analysis. Universal Journal of Educational Research, 8(4): 1299-1314, 2020 DOI: 10.13189/ujer.2020.080421
2020
TL, MpDv, MD
Long
Click Here
Fuson, K. C. (2019). Overcoming errors in fraction computation by emphasizing unit fractions, length drawings, and student explanations. Universal Journal of Educational Research, 7(8): 1663-1678, 2019 DOI: 10.13189/ujer.2019.070805
2019
FRP, TL
Long
Click Here
Clements, D. H., Fuson, K. C., & Sarama, J. (2019). Critiques of the Common Core in early math: A research based response. Journal for Research in Mathematics Education, 50 (1), 11-22.
2019
CC, SD, MD, MpDv
Long
Click Here
Fuson, K. C. (2019). Relating math words, visual images, and math symbols for understanding and competence. International Journal of Disability, Development and Education, 66 (Special Issue 2 on Mathematics education research in the field of Down syndrome: Latest developments and emerging trends.), 119-132. https://doi.org/10.1080/1034912X.2018.1535109 Published online October 27, 2018
2019
CC, SD, MD
Short
Click Here
Fuson, K. C. (2018) Building on Howe’s three pillars in kindergarten to grade 6 classrooms. In Y. Li, W. J. Lewis, & J. J. Madden (Eds.), Mathematics Matters in Education (185-207). Switzerland: Springer International Publishing AG.
2018
SD, MD
Long
Click Here
Fuson, K.C. (2017, April). Kindergarten and grade 1 children living in poverty can learn the CCSS NBT concepts. Presented at the Annual Conference of the National Council of Supervisors of Mathematics, San Antonio, TX.
2017
CC, AS, SD
Long
Click Here
Clements, D. H., Fuson, K. C., & Sarama, J. (2017). The research-based balance in early childhood mathematics: A response to Common Core criticisms. Early Childhood Research Quarterly, 40, 150–162.
2017
TL
Long
Click Here
Clements, D. H., Fuson, K. C., & Sarama, J. (2017). What is developmentally appropriate teaching? Teaching Children Mathematics, 24, No.3 (Nov/Dec), 178-188.
2017
SD, TL, CC
Short
Click Here
Fuson, K.C. & Smith, S. (2016, April). Children Living in Poverty Can Solve CCSS OA Word Problems. Presented at the Annual Conference of the National Council of Teachers of Mathematics, San Francisco, CA.
2016
CC, AS, SD
Long
Click Here
Izsak, A., Tellema, E., & Tun-Pekkan, Z. (2016). Partitioning and iterating when teaching and learning fraction addition on number lines. In E. A. Silver & P. A. Kenney (Eds.), More lessons learned from research: Volume 2: Useful and usable research related to core mathematical practices (pp. 199-205). Reston, VA: NCTM.
2016
FRP
Short
Click Here
Murata, A. & Fuson, K. C. (2016). Class learning zone and class learning paths: Responsive teaching in first-grade mathematics. In E. A. Silver & P. A. Kenney (Eds.), More lessons learned from research: Volume 2: Useful and usable research related to core mathematical practices (pp. 70-91). Reston, VA: NCTM.
2016
TL, SD
Short
Click Here
Sherin, B. Fuson, K. C. (2016). Multiplication and division methods in the context of the Common Core State Standards. In E. A. Silver & P. A. Kenney (Eds.), More lessons learned from research: Volume 2: Useful and usable research related to core mathematical practices (pp. 101-108). Reston, VA: NCTM.
2016
MpDv
Short
Click Here
Fuson, K. C., Murata, A., Abrahamson, D. (2015). Using learning path research to balance mathematics education: Teaching/learning for understanding and fluency. In R. Cohen Kadosh & A. Dowker (Eds.), Oxford Handbook of Numerical Cognition (pp. 1020-1038). Oxford, England: Oxford University Press. [Also appears online in Oxford Handbooks Online, July, 2014. DOI: 10.1093/oxfordhb/9780199642342.013.003
2015
TL, SD, MD, FRP
Long
Click Here
Fuson, K.C., Clements, D.H., & Sarama, J. (2015). Making early math education work for all children. Phi Delta Kappan, 97 (3 November), 63-68. Doi:10.1177/0031721715614831
2015
CC
Short
Click Here
Hufferd-Ackles, K., Fuson, K. C., & Sherin, M. G. (2015). Describing levels and components of a Math-Talk Learning Community. In E. A. Silver & P. A. Kenney (Eds.), More lessons learned from research: Volume 1: Useful and usable research related to core mathematical practices (pp. 125-134). Reston, VA: NCTM.
2015
TL
Short
Click Here
Fuson, K. C. (2014). CCSS Mathematical Practice 4: Model with mathematics. Colorado Mathematics Teacher, Spring, 10-21.
2014
TL
Short
Click Here
Fuson, K. C., & Li, Y. (2014). Learning paths and learning supports for conceptual addition and subtraction in the US Common Core State Standards and in the Chinese Standards. In Y. Li & G. Lappan (Eds.), Mathematics Curriculum in School Education (pp. 541-558). Dordrecht, Germany: Springer.
2014
SD, MD, OL
Long
Click Here
Fuson, K. (2012), The common core mathematics standards as supports for learning and teaching early and elementary school. In J. S. Carlson & J. R. Levin (Eds.), Instructional strategies for improving student learning: Focus on early math and reading (pp. 177-186). Vol. 3 in Psychological perspectives on contemporary educational issues. Charlotte, NC: Information Age Publishing.
2012
TL
Short
Click Here
Fuson, K. C. & Beckmann, S. (Fall/Winter, 2012-2013). Standard algorithms in the Common Core State Standards. National Council of Supervisors of Mathematics Journal of Mathematics Education Leadership, 14 (2), 14-30. Also at http://www.mathedleadership.org/docs/resources/journals/NCSMJournal_ST_Algorithms_Fuson_Beckmann.pdf
2012
MD
Long
Click Here
Fuson, K. C. & Li, Y. (2009). Cross-cultural issues in linguistic, quantitative, and computational supports for mathematical thinking. ZDM _ The International Journal on Mathematics Education, 41, 793-808. DOI 10.1007/s11858-009-0183-7
2009
SD, MD, OL
Long
Click Here
Fuson, K. C. (2009). Avoiding misinterpretations of Piaget and Vygotsky: Mathematical teaching without learning, learning without teaching, or helpful learning-path teaching? Cognitive Development, 24, 343-361. Doi:10.1016/j.cogdev.2009.09.009
2009
TL
Long
Click Here
Fuson, K. C., Atler, T., Roedel, S., & Zaccariello, J. (2009). Building a nurturing, visual, Math-Talk teaching-learning community to support learning by English Language Learners and students from backgrounds of poverty. New England Mathematics Journal, (May) XLI, 6-16
2009
TL
Short
Click Here
Fuson, K. C. & Murata, A. (2007). Integrating NRC principles and the NCTM Process Standards to form a Class Learning Path Model that individualizes within whole-class activities. National Council of Supervisors of Mathematics Journal of Mathematics Education Leadership, 10 (1), 72-91.
2007
TL
Long
Click Here
Murata, A., & Fuson, K. C. (2006). Teaching as assisting individual constructive paths within an interdependent class learning zone: Japanese first graders learning to add using ten. Journal for Research in Mathematics Education, 37 (5), 421-456.
2006
TL, SD
Long
Click Here
Fuson, K. C. & Abrahamson, D. (2005). Understanding ratio and proportion as an example of the Apprehending Zone and Conceptual-Phase Problem-Solving Models. In J. Campbell (Ed.), Handbook of Mathematical Cognition (pp. 213-234). New York: Psychology Press.
2005
FRP
Long
Click Here
Izsak, A. (2005). You have to count the squares: Applying knowledge in pieces to learning rectangular area. Journal of the Learning Sciences, 14(3), 361-403.
2005
MpDv
Long
Click Here
Sherin, B. & Fuson, K. C. (2005). Multiplication strategies and the appropriation of computational resources. Journal for Research in Mathematics Education, 36 (4),247-395.
2005
MpDv
Long
Click Here
Hufferd-Ackles, K., Fuson, K. C. , & Sherin, M. G. (2004). Describing levels and components of a math-talk community. Journal for Research in Mathematics Education, 35 (2), 81-116.
2004
TL
Long
Click Here
Izsak, A. (2004). Teaching and learning two-digit multiplication: Coordinating analyses of classroom practices and individual student learning. Mathematical Thinking and Learning, 6(1), 37-79. MpDv
2004
TL
Long
Click Here
Abrahamson, D. (2003). Text talk, body talk, table talk: A design of ratio and proportion as classroom parallel events. Proceedings of the 27th annual meeting of the International Group for the Psychology of Mathematics Education, Honolulu, Hawaii, Vol. 2 (pp. 1-8). Columbus, OH: Eric Clearinghouse for Science, Mathematics, and Environmental Education.
2003
FRP
Short
Click Here
Abrahamson, D., & Cigan, C. (2003). A design for ratio and proportion. Mathematics Teaching in the Middle School, 8(9), 493_501. Reston, VA: National Council of Teachers of Mathematics.
2003
FRP
Short
Click Here
Fuson, K. C. & Burghardt, B. H. (2003). Multi-digit addition and subtraction methods invented in small groups and teacher support of problem solving and reflection. In A. Baroody & A. Dowker (Eds.) The development of arithmetic concepts and skills: Constructing adaptive expertise (pp. 267-304). Hillsdale, NJ: Erlbaum.
2003
MD
Long
Click Here
Fuson, K. C. (2003). Developing mathematical power in whole number operations. In J. Kilpatrick, W. G. Martin, & D. Schifter (Eds.), A research companion to principles and standards for school mathematics (pp. 68-94). Reston, Va: National Council of Teachers of Mathematics.
2003
MD, MpDv
Long
Click Here
Fuson, K. C. (2003). Toward computational fluency in multidigit multiplication and division. Teaching Children Mathematics, 9(6), 300-305.
2003
MpDv
Short
Click Here
Abrahamson, D. (2002). When the same is the same as different differences: Aliya reconciles her perceptual judgment of proportional equivalence with her additive computation skills. In D. Mewborn, P. Sztajn, E. White, H. Wiegel, R. Bryant, and K. Nooney (Eds.), Proceedings of the Twenty Fourth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Athens, GA, Vol. 4 (pp. 1658_1661). Columbus, OH: Eric Clearinghouse for Science, Mathematics, and Environmental Education. MpDv
2002
FRP
Short
Click Here
Fuson, K. C. & Kalchman, M. (2002, April). Bridging the addition-multiplication learning gap: Teaching studies in four multiplicative domains. Symposium presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA.
2002
MpDv, FRP
Short
Click Here
Fuson, K. C., Smith, S. T., & Lo Cicero, A. (2002). Supporting Latino first graders' ten-structured thinking in urban classrooms. In J. Sowder & B. Schapelle (Eds.), Lessons Learned from Research (pp. 155-162). Reston, VA: NCTM.
2002
MD, OL
Short
Click Here
Fuson, K. and Kalchman, M. (2002). A length model of fractions puts multiplication of fractions in the learning zone of fifth graders. In D. L. Haury (Ed.). <i>Proceedings of the twenty-fourth annual meeting of North American chapter of the International Group of the Psychology of Mathematics Education</i> (pp. 1641 _ 1649).Columbus, OH: ERIC Clearinghouse for Science, Mathematics, and Environmental Education.
2002
FRP
Short
Click Here
Butterworth. S. & Lo Cicero, A. M. (2001). Storytelling: Building a mathematics curriculum from the culture of the child. Teaching Children Mathematics, 7 (7), pp. 396-399.
2001
TL, SD
Short
Click Here
Fuson, K. C., Grandau, L., & Sugiyama, P. (2001). Achievable numerical understandings for all young children. Teaching Children Mathematics, 7(9), 522-526.
2001
CC
Short
Click Here
Izsak, A. (2001). Learning multi-digit multiplication by modeling rectangles. In R. Speiser, C. Maher, & C. Walter (Eds., 2001), Proceedings of the 23rd Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Vol. 1 (pp. 187_194). Columbus, OH: ERIC Clearinghouse for Science, Mathematics, and Environmental Education.
2001
MpDv
Short
Click Here
Kalchman, M. & Fuson, K. (2001). Conceptual understanding of functions: A tale of two schemas. In R. Speiser, C. S. Maher, & C. Walter (Eds., 2001), Proceedings of the Twenty-Third Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Vol. 1 (pp. 195-205). Columbus, OH: ERIC Clearinghouse for Science, Mathematics, and Environmental Education.
2001
MpDv
Short
Click Here
Murata, A. & Fuson, K. (2001). Learning paths to 5- and 10-structured understanding of quantity: Addition and subtraction solution strategies of Japanese children. In R. Speiser, C. S. Maher, & C. Walter (Eds.), Proceedings of the Twenty-Third Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Vol. 2 (pp. 639-646). Columbus, OH: ERIC Clearinghouse for Science, Mathematics, and Environmental Education. SD OL
2001
SD, OL
Short
Click Here
Fuson, K. C. & Lo Cicero, A. M. (2000). El Mercado in Latino primary math classrooms. In M. L. Fernandez (Ed.), Proceedings of the Twenty-Second Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Vol. 2 (p. 453). Columbus, OH: ERIC Clearinghouse for Science, Mathematics, and Environmental Education.
2000
TL
Short
Click Here
Fuson, K. C., De La Cruz, Y., Smith, S., Lo Cicero, A., Hudson, K., Ron, P., & Steeby, R. (2000). Blending the best of the 20th century to achieve a Mathematics Equity Pedagogy in the 21st century. In M. J. Burke & F. R. Curcio (Eds.), Learning mathematics for a new century (pp. 197-212). Reston, VA: NCTM.
2000
TL
Short
Click Here
Izsak, A. & Fuson, K. C. (2000). Students' understanding and use of multiple representations while learning two-digit multiplication. In M. L. Fernandez (Ed.), Proceedings of the Twenty-Second Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Vol. 2 (pp. 714-721). Columbus, OH: ERIC Clearinghouse for Science, Mathematics, and Environmental Education.
2000
MpDv
Short
Click Here
Lee, Hf. (2000). Supports for learning multi-digit addition and subtraction: A study of Taiwanese second-grade low-math achievers. In M. L. Fernandez (Ed.), Proceedings of the Twenty-Second Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Vol. 2 (pp. 723-728). Columbus, OH: ERIC Clearinghouse for Science, Mathematics, and Environmental Education.
2000
MD, OL
Short
Click Here
De La Cruz, Y. (1999). Reversing the trend: Latino families in real partnerships with schools. Teaching Children Mathematics, 5 (5), pp. 296-300.
1999
TL
Short
Click Here
Lo Cicero, A., De La Cruz, Y., Fuson, K. C. (1999). Teaching and learning creatively with the Children's Math Worlds Curriculum: Using children's narratives and explanations to co-create understandings. Teaching Children Mathematics, 5 (9), 544-547.
1999
SD, TL, OL
Short
Click Here
Ron, Pilar (1999). Spanish-English language issues in the mathematics classroom. In L. Ortiz-Franco, N. G. Hernandez, & Y. De La Cruz (Ed.) Changing the Faces of Mathematics: Perspectives on Latinos(pp. 23-33). Reston, Va.: National Council of Teachers of Mathematics.
1999
TL, SD, OL
Short
Click Here
Fuson, K. C. (1998). Pedagogical, mathematical, and real-world conceptual-support nets: A model for building children's mathematical domain knowledge. Mathematical Cognition, 4(2), 147-186.
1998
MD
Long
Click Here
Fuson, K. C., Sherin, B., & Smith, S. T. (1998). A Vygotskiian action-research model for developing and assessing conceptual models and instructional materials inter-actively. In S. Berenson, K. Dawkins, M. Blanton, W. Coulombe, J. Kolb, K. Norwood, & L. Stiff (Eds.), Proceedings of the Twentieth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Vol. 2 (pp. 541-548). Raleigh, NC: North Carolina State University.
1998
TL
Short
Click Here
Ho, C. S., & Fuson, K. C. (1998). Effects of language characteristics on children's knowledge of teens quantities as tens and ones: Comparisons of Chinese, British, and American kindergartners. Journal of Educational Psychology, 90, 536-544.
1998
OL, CC
Long
Click Here
Ron, M. P. (1998). My parent taught me this way: The European/Latino multidigit subtraction algorithm and confusions with a U.S. algorithm. In L. J. Morrow & M. J Kenney (Eds.). The teaching and learning of algorithms in school mathematics. (pp.115-119) Reston, VA: The National Council of Teachers of Mathematics.
1998
OL, MD
Short
Click Here
Fuson, K. C., & Burghardt, B. H. (1997). Group case studies of second graders inventing multidigit subtraction methods. In J. A. Dossey, J. O. Swafford, M. Parmantie, & A.E. Dossey (Eds.), Proceedings of the 19th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, 1, (pp. 291-298). Columbus, OH: ERIC Clearinghouse for Science, Mathematics, and Environmental Education.
1997
MD
Short
Click Here
Fuson, K. C., & Smith, S. T. (1997). Supporting multiple 2-digit conceptual structures and calculation methods in the classroom: Issues of conceptual supports, instructional design, and language. In M. Beishuizen, K. P. E. Gravemeijer, & E. C. D. M. van Lieshout (Eds.), The role of contexts and models in the development of mathematical strategies and procedures (163-198). Utretch, The Netherlands: CD-B Press/The Freudenthal Institute.
1997
MD
Long
Click Here
Fuson, K. C., Lo Cicero, A., Hudson, K., & Smith, S. T. (1997). Snapshots across two years in the life of an urban Latino classroom. In Hiebert, J., Carpenter, T., Fennema, E., Fuson, K. C., Wearne, D., Murray, H., Olivier, A., Human, P., Making sense: Teaching and learning mathematics with understanding (pp. 129-159). Portsmouth, NH: Hienemann.
1997
TL, SD, MD
Short
Click Here
Fuson, K. C., Smith, S. T., & Lo Cicero, A. (1997). Supporting Latino first graders' ten-structured thinking in urban classrooms. Journal for Research in Mathematics Education, 28, 738-766.
1997
MD
Long
Click Here
Fuson, K. C., Wearne, D., Hiebert, J., Human, P., Murray, H., Olivier, A., Carpenter, T., & Fennema, E. (1997). Children's conceptual structures for multidigit numbers at work in addition and subtraction. Journal for Research in Mathematics Education, 28, 130-162.
1997
MD
Long
Click Here
Fuson, K. C., Carroll, W. M., & Landis, J. (1996). Levels in conceptualizing and solving addition/subtraction compare word problems. Cognition and Instruction, 14(3), 345-371.
1996
SD
Long
Click Here
Hiebert, J., Carpenter, T. P., Fennema, E., Fuson, K., Human, P., Murray, H., Olivier, A., & Wearne, D. (1996). Problem solving as a basis for reform in curriculum and instructions: The case of mathematics. Educational Researcher, Vol. 25, No. 4., pp. 12-21.
1996
TL
Short
Click Here
Fuson, K. C., & Smith, S. T. (1995). Complexities in learning two-digit subtraction: A case study of tutored learning. Mathematical Cognition, 1, 165-213.
1995
MD
Long
Click Here
Fuson, K. C., Zecker, L. B., Lo Cicero, A. M., Ron, P. (1995, April). El Mercado in Latino primary classrooms: A fruitful narrative theme for the development of children's conceptual mathematics. Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco, CA.
1995
MD
Long
Click Here
Fuson, K. C., Perry, T., & Kwon, Y. (1994). Latino, Anglo, and Korean children's finger addition methods. In J. E. H. van Luit (Ed.), Research on learning and instruction of mathematics in kindergarten and primary school, pp. 220-228. Doetinchem/Rapallo: Graviant.
1994
OL, SD
Short
Click Here
Fuson, K. C., & Burghardt, B. H. (1993). Group case studies of second graders inventing multidigit addition procedures for base-ten blocks and written marks. In J. R. Becker & B. J. Pence (Eds., 1993), Proceedings of the Fifteenth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 240-246). The Center for Mathematics and Computer Science Education, San Jose State University, San Jose, CA.
1993
MD
Short
Click Here
Fuson, K. C. & Fuson, A. M. (1992). Instruction to support children's counting on for addition and counting up for subtraction. Journal for Research in Mathematics Education, 23, 72-78.
1992
SD
Long
Click Here
Fuson, K. C. & Kwon, Y. (1992). Korean children's single-digit addition and subtraction: Numbers structured by ten. Journal for Research in Mathematics Education, 23. 148-165.
1992
SD, OL
Long
Click Here
Fuson, K. C. & Kwon, Y. (1992). Korean children's understanding of multidigit addition and subtraction. Child Development, 63, 491-506.
1992
MD, OL
Long
Click Here
Fuson, K. C. & Kwon, Y. (1992). Learning addition and subtraction: Effects of number words and other cultural tools. In J. Bideaud & C. Meljac (Eds.), Pathways to number (283-306). Hillsdale, NJ: Lawrence Erlbaum Associates. [This is a book of invited chapters celebrating the fiftieth anniversary of the publication of Piaget's book on number. Published in French in Les chemins du nombre (pp. 351-374). Villeneuve d'Ascq, France: Presses Universitaires de Lille.]
1992
OL, SD, MD
Short
Click Here
Fuson, K. C. (1992). Relationships between counting and cardinality from age 2 to age 8. In J. Bideaud, J. P. Fischer, & C. Meljac (Eds), Pathways to number (pp. 127-149). Hillsdale, NJ: Lawrence Erlbaum Associates. [This is a book of invited chapters celebrating the fiftieth anniversary of the publication of Piaget's book on number. Published in French in Les chemins du nombre (pp. 159-179). Villeneuve d'Ascq, France: Presses Universitaires de Lille.]
1992
CC
Short
Click Here
Fuson, K. C., Fraivillig, J. L., & Burghardt, B. H. (1992). Relationships children construct among English number words, multiunit base-ten blocks, and written multidigit addition. In J. Campbell (Ed.), Advances in psychology: The nature and origins of mathematical skills (39-112). North Holland, Elsevier Science.
1992
MD
Long
Click Here
Fuson, K. C. & Kwon, Y. (1991). Chinese-based regular and European irregular systems of number words: The disadvantages for English-speaking children. In K. Durkin & B. Shire (Eds.), Language and mathematical education (pp. 211-226). Milton Keynes, GB: Open University Press.
1991
OL
Short
Click Here
Fuson, K. C. (1991). Children's early counting: Saying the number-word sequence, counting objects, and understanding cardinality. In K. Durkin & B. Shire (Eds.), Language and mathematical education (pp. 27-39). Milton Keynes, GB: Open University Press.
1991
CC
Short
Click Here
Fuson, K. C. (1990). Conceptual structures for multiunit numbers: Implications for learning and teaching multidigit addition, subtraction, and place value. Cognition and Instruction, 7, 343-403.
1990
MD
Long
Click Here
Fuson, K. C. (1990). Issues in place-value and multidigit addition and subtraction learning. Journal for Research in Mathematics Education, 21, 273-280.
1990
MD
Long
Click Here
Fuson, K. C., & Briars, D. J. (1990). Base-ten blocks as a first- and second-grade learning/teaching approach for multidigit addition and subtraction and place-value concepts. Journal for Research in Mathematics Education, 21, 180-206.
1990
MD
Long
Click Here
Fuson, K. C. (1988). Children's counting and concepts of number. New York: Springer-Verlag. [Chapter 11: An overview of changes in children's number word concepts from age 2 through 8]
1988
CC, SD
Long
Click Here
Fuson, K. C. (1988). Children's counting and concepts of number. New York: Springer-Verlag. [Table of Contents and Chapter 1: Introduction and overview of different uses of number words]
1988
CC, SD
Long
Click Here
Fuson, K. C., & Willis, G. B. (1988). Subtracting by counting up: More evidence. Journal for Research in Mathematics Education, 19, 402-420.
1988
SD
Long
Click Here
Fuson, K. C., Stigler, J., Bartsch, K. (1988). Grade placement of addition and subtraction topics in China, Japan, the Soviet Union, Taiwan, and the United States. Journal for Research in Mathematics Education, 19, 449-458.
1988
OL, SD, MD
Long
Click Here
Fuson, K. C. (1986). Teaching children to subtract by counting up. Journal for Research in Mathematics Education, 17, 172-189. This paper was chosen as the best research article of 1986 by the Research Advisory Council of the National Council of Teachers of Mathematics.
1986
SD
Long
Click Here
Stigler, J., Fuson, K. C., Ham, M., & Kim, M. S. (1986). An analysis of addition and subtraction word problems in Soviet and American elementary textbooks. Cognition and Instruction, 3, 153-171.
1986
SD
Long
Click Here
Fuson, K. C. (1984). More complexities in subtraction. Journal for Research in Mathematics Education, 15, 214-225.
1984
SD
Long
Click Here
Fuson, K. C., Richards, J., & Briars, D. J. (1982). The acquisition and elaboration of the number word sequence. In C. Brainerd (Ed.), Progress in cognitive development: children's logical and mathematical cognition, Vol. 1 (pp. 33-92). New York: Springer-Verlag.
1982
SD
Long
Click Here