## Dr. Karen C. Fuson Mathematics Teaching and Learning

Topic | Description |
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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 |
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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 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.

Reference | Date | Topic | Type | Download |
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Fuson, K. C. & Leinwand, S. (2023). Building equitable Math Talk classrooms. Mathematics Teacher Learning and Teaching, 116 (3), March, 164-173. 2023 DOI: https://doi.org/10.5951/MTLT.2022.0285 | 2023 | TL | Short | Click Here |

Fuson, K. C. (2022). Learning Path Teaching in a Math Talk Community: An overview of my research papers describing effective and nurturing ways to teach and learn in math classrooms. Published on karenfusonmath.com. | 2022 | TL | Short | Click Here |

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 | Short | 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 |