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50 Years of ERIC
50 Years of ERIC
The Education Resources Information Center (ERIC) is celebrating its 50th Birthday! First opened on May 15th, 1964 ERIC continues the long tradition of ongoing innovation and enhancement.

Learn more about the history of ERIC here. PDF icon

Showing all 6 results
Fostering First Graders' Fluency with Basic Subtraction and Larger Addition Combinations via Computer-Assisted Instruction
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Baroody, Arthur J.; Purpura, David J.; Eiland, Michael D.; Reid, Erin E. – Cognition and Instruction, 2014
Achieving fluency with basic subtraction and add-with-8 or -9 combinations is difficult for primary grade children. A 9-month training experiment entailed evaluating the efficacy of software designed to promote such fluency via guided learning of reasoning strategies. Seventy-five eligible first graders were randomly assigned to one of three…
Descriptors: Arithmetic, Thinking Skills, Elementary School Students, Grade 1
Fostering At-Risk Kindergarten Children's Number Sense
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Baroody, Arthur J.; Eiland, Michael D.; Purpura, David J.; Reid, Erin E. – Cognition and Instruction, 2012
A 9-month training experiment evaluated whether computer-assisted discovery learning of arithmetic regularities can facilitate kindergartners' fluency with the easiest sums. After a pretest, kindergartners with at least one risk factor (n = 28) were randomly assigned to either a structured add-0/1 training condition, which focused on recognizing…
Descriptors: Mathematics Achievement, At Risk Students, Discovery Learning, Kindergarten
Blake's Development of the Number Words "One," "Two," and "Three"
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Palmer, Alexis; Baroody, Arthur J. – Cognition and Instruction, 2011
A mother tracked her preschooler's number word development daily from 18 to 49 months of age. Naturalistic observations were supplemented with observations during structured (Kumon) training and microgenetic testing. The boy's everyday use of "two" did not become highly reliable and selective for 10 months (at 28 months), emerged later than that…
Descriptors: Preschool Children, Numbers, Number Concepts, Concept Mapping
The Application and Development of an Addition Goal Sketch
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Baroody, Arthur J.; Brach, Catherine; Tai, Yu-chi – Cognition and Instruction, 2006
A schema based view of addition development is compared with Siegler's latest strategy-choice model, which includes an addition goal sketch (a basic understanding of "the goals and causal relations" of addition; Siegler & Crowley, 1994, p. 196). This metacognitive component in the latter model is presumed to develop as a child practices a basic…
Descriptors: Arithmetic, Mathematics Instruction, Models, Cognitive Development
Children's Relational Knowledge of Addition and Subtraction.
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Baroody, Arthur J. – Cognition and Instruction, 1999
Two studies pursued theory that knowledge of addition combinations facilitates learning of subtraction combinations. Study 1 involved 25 kindergartners and 15 first graders in a gifted program; study 2 involved 21 first graders in a regular program. Participants responded to two pairs of problems. Findings revealed that the complementary…
Descriptors: Addition, Elementary School Students, Gifted, Grade 1
The Role of the Number-After Rule in the Invention of Computational Shortcuts.
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Baroody, Arthur J. – Cognition and Instruction, 1995
Focuses on a single case study of a mentally handicapped child to examine directly the relation between the development of number-after rules and a counting-on from the larger addend (COL) strategy. Examines the development of children's proficiency with n+ and 1+n combinations and the evolution of their counting-on strategies over time. (AA)
Descriptors: Case Studies, Cognitive Development, Cognitive Processes, Computation