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Dr. Karen C. Fuson Mathematics Teaching and Learning
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 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 |
|---|---|---|---|---|
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 |
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