Education: A Golden Age

The best education in the world brought to students everywhere.

Karen Fuson

Professor Joint Appointment:
School of Education and Social Policy Department of Psychology
2115 North Campus Drive Afilliated Faculty:
Northwestern University Institute of the Learning
Evanston, Illinois 60208 Sciences
OFFICE: 847 491-3794
FAX: 847 491-8999
fuson@northwestern.edu

290 Old Hill Road, Fallbrook, CA 92028
Phone: 760 731 5945
FAX: 760 723 1249
cell 760 702 7345

University Education
Ph.D. University of Chicago 1972
Area: The Study of Teacher Education with emphases in mathematics and psychology
Dissertation: The Effects on Pre-Service Elementary Teachers of Learning Mathematics and Means of Teaching Mathematics Through the Active Manipulation
of Materials.
M.A.T. University of Chicago 1967
Area: Mathematics Education
Thesis: An Inner-City High School Remedial Course in Mathematics
B.A. Oberlin College, Oberlin, Ohio, Cum Laude 1965
Major: Mathematics. Spent junior year in independent study at University of Edinburgh, Edinburgh, Scotland.
Honors
1986 National Council of Teachers of Mathematics Research Award
National Academy of Education 1978 Spencer Fellow
TTT (Trainers of Teacher Trainers) Fellowship for Ph.D. work
University of Chicago Fellowship for M.A.T. work.
B.A. Cum Laude
Honors in English literature, University of Edinburgh (fifth in class of 350).
Grants
Spencer Mentor Grant, 2000-2002. $50,000 for “Cross-Cultural Studies of East Asian and United States Mathematics Learning and Teaching.”
National Science Foundation, 1999-2002. $999,987 for research and materials development on “Children’s Math Worlds” replacement units.
National Science Foundation, 1998-2003. $1,564,435. for research on “Building Algebraic, Multiplication/Division/Fraction, and Measurement Understandings
in Urban Classrooms in English and in Spanish“ with Bruce Sherin and Yolanda De La Cruz.
James S. McDonnell Foundation, 1997-2002. $670,097. for research on “Developing a learn-while-teaching mathematics curriculum: Stimulating teacher
reflection on student learning” with Yolanda De La Cruz, Miriam Gamoram Sherin, and James Spillane
Annenberg Initiative, 1999-2000. $220,000 for “Integrating an urban mathematics initiative into comprehensive school change” in collaboration with Tony
Bryk, University of Chicago
Dwight D. Eisenhower Professional Development Program, 1997. $80,000. for “Developing teacher leaders for Latino and other non-mainstream student
mathematics success”
National Science Foundation, 1993-1997. $990,916 for research on “Latino children’s constructions of arithmetical understandings in urban classrooms that
support thinking”
Spencer Foundation, 1993-1998. $312,875 for research on “Supporting urban Latino children’s constructions of arithmetical understandings by using parent
tutors in the school”
National Science Foundation, 1993-1998. $718,700 for research on “A longitudinal study of Everyday Mathematics”
University of Wisconsin Center For Education Research, 1991-95. $160,000. Urban Hispanic children’s understanding of addition and subtraction problem
situations.
Northwestern University Research Committee, 1990-91. $3569. Cooperative groups as climates for invented strategies in mathematics.
University of Wisconsin Center For Education Research, 1989-90. $3600. Organizing a conference of researchers examining children’s multidigit addition
and subtraction and place value learning.
University of Wisconsin Center For Education Research, 1988-89. $2750. The development of a working group in the area of multidigit addition and
subtraction and place-value concepts.
Amoco Foundation, 1986-87. $15,000. Teaching word problems to primary school children.
Amoco Foundation, 1985-86. $50,000. Improving the teaching of elementary school mathematics.
Amoco Foundation, 1984-85. $44,930. Improving the teaching of elementary school mathematics.
Amoco Foundation, 1983-84. $10,000. Improving the teaching of elementary school mathematics.
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Northwestern University Research Committee, 1982-83. $910 for “Counting on the Apple.”
Spencer Foundation, 1982-84. $9,500 for “The Microcomputer and the Learning of Number Concepts: An Exploration of Educational and Research Uses.”
National Science Foundation/National Institute of Education, 1978-1980. $88,006 for research on “The Logical, Mathematical, and Psychological Structure of
Counting and of Early Number Concepts.”
National Academy of Education 1978 Spencer Fellowship, 1978-1983. $8,000 to be spent for the support of research related to education.
Northwestern University Research Committee, 1976-77. $2,276.00 for “Exploratory Studies in the Development of Egocentrism in Young Children.”
Publications
Research Books and Monographs
Fuson, K. C., & Geeslin, W. (Eds.) (1979). Explorations in the modeling of the learning of mathematics. Columbus, Ohio: ERIC/SMEAC.
Fuson, K. C. (1988). Children’s counting and concepts of number. New York: Springer-Verlag.
Fuson, K. C., & Carpenter, T. P. (Eds.) (1990). Learning and teaching place value and multidigit addition and subtraction. Madison, WI: Wisconsin Center for
Education Research.
Book for Teaching Teachers
Bell, M. S., Fuson, K. C., & Lesh, R. A. (1976). Algebraic and arithmetic structures: A concrete approach for elementary school teachers. New York: The Free
Press. One of two books out of ninety reviewed in the American Mathematical Monthly (October, 1976) awarded two asterisks (one asterisk is “special
positive emphasis”).
Book for Teachers
Hiebert, J., Carpenter, T., Fennema, E., Fuson, K. C., Wearne, D., Murray, H., Olivier, A., Human, P., (1997). Making sense: Teaching and learning
mathematics with understanding. Portsmouth, NH: Hienemann.
Invited Overview Chapter for Teachers
Fuson, K. C., Kalchman M., & Bransford, J. D. (2005). Mathematical understanding: An introduction. In M. S. Donovan and J. D. Bransford (Eds.), How students
learn: Mathematics in the classroom (pp. 217-256). Washington, DC: National Academy Press. This paperback book contains the introductory and final
chapter and the four mathematical chapters from the next book.
Fuson, K. C., Kalchman, M., & Bransford, J. D. (2005). Mathematical understanding: An introduction. In M. S. Donovan and J. D. Bransford (Eds.), How
students learn: History, math, and science in the classroom (pp. 217-256). Washington, DC: National Academy Press.
Invited Review Chapters in Handbooks or Encyclopedias
Fuson, K. C. (1992). Mathematics education, elementary. In M. C. Alkin (Ed.), Encyclopedia of educational research (6th ed.) (pp. 776-786). New York:
Macmillan.
Fuson, K. C. (1992). Research on whole number addition and subtraction. In D. Grouws (Ed.), Handbook of research on mathematics teaching and learning
(pp. 243-275). New York: Macmillan.
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.
Invited Research Review Chapters in Books
Fuson, K. C. (1979). The development of self-regulating aspects of speech: A review. In G. Zivin (Ed.), The development of self-regulation through speech
(pp. 133-215). New York: John Wiley.
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.
Reprinted in Thinking Mathematics, Vol. 1T. Washington, D.C.: The American Federation of Teachers, in press.
Fuson, K. C., & Hall. J. W. (1983). The acquisition of early number word meanings: A conceptual analysis and review. In H. Ginsburg (Ed.), Children’s
mathematical thinking (pp. 49-107). New York: Academic Press.
Fuson, K. C. (1992). Research on learning and teaching addition and subtraction of whole numbers. In G. Leinhardt, R. T. Putnam, & R. A. Hattrup (Eds.), The
analysis of arithemetic for mathematics teaching (pp. 53-187). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
Fuson, K. C. (2004). Pre-K to Grade 2 goals and standards: Achieving mastery for all. In Clements, D. H, Sarama, J., & DiBiase, A.-M. (Eds.). Engaging young
children in mathematics: Standards for early childhood mathematics education (pp. 105-148). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
Invited Empirical or Overview Chapters in Books
Fuson, K. C. (1982). An analysis of the counting-on solution procedure in addition. In T. Romberg, T. Carpenter, & J. Moser (Eds.), Addition and subtraction: A
developmental perspective (pp. 67-81). Hillsdale, N. J.: Lawrence Erlbaum.
Fuson, K. C. (1987). Teaching addition, subtraction, and place-value concepts. In I. Wirszup & R. Streit (Eds.), Developments in school mathematics education
around the world (pp. 430-459). Reston, VA: National Council of Teachers of Mathematics.
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.
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.
Fuson, K. C. (1991/1992). Relations entre comptage et cardinalite chez les enfants de 2 a 8 ans/Relationships between counting and cardinality from age 2 to
age 8. In J. Bideaud, J. P. Fischer, & C. Meljac (Eds.), Les chemins du nombre/Pathways to number (pp. 159-179/127-149). Villeneuve d’Ascq, France:
Presses Universitaires de Lille/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.
Fuson, K. C. & Kwon, Y. (1991/1992). Systemes de mots nombres et autres outils culturels: Effets sur les premiers calculs de l’enfant/Learning addition and
subtraction: Effects of number words and other cultural tools. In J. Bideaud & C. Meljac (Eds.), Les chemins du nombre/Pathways to number (pp.
351-374/283-306). Villeneuve d’Ascq, France: Presses Universitaires de Lille/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.
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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.
Fuson, K. C., & Fraivillig, J. L. (1993). Supporting children’s ten-structured thinking in the classroom. In G. Bell (Ed.), Asian Perspectives on Mathematics
Education (pp. 42-55). Northern Rivers, Australia: Northern Rivers Mathematical Association.
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.
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.
Carpenter, T. P., Fennema, E., Fuson, K., Hiebert, J., Human, P., Murray, H., Olivier, A., & Wearne, D. (1999). Learning basic number concepts and skills as
problem solving. In E. Fennema & T. A. Romberg (Eds.), Mathematics classrooms that promote understanding (pp. 45-61). Mahwah, NJ: Erlbaum Associates.
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.
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.
Chapters in Research Mongraphs
Fuson, K. C. (1978). An analysis of research needs in projective, affine, and similarity geometries, including an evaluation of Piaget’s results in these areas.
In R. Lesh & D. Mierkiewicz (Eds.), Recent research concerning the development of spatial and geometric concepts (pp. 243-260). Columbus, OH:
ERIC/SMEAC.
Fuson, K. C., & Murray, C. (1978). The haptic-visual identification, construction, and drawing of geometric shapes by children aged two to five: A Piagetian
extension. In R. Lesh & D. Mierkiewicz (Eds.), Recent research concerning the development of spatial and geometric concepts (pp. 49-83). Columbus, OH:
ERIC/SMEAC.
Fuson, K. C. (1979). Towards a model for the learning of mathematics as goal-directed activity. In K. Fuson & W. Geeslin (Eds.), Explorations in the modeling
of the learning of mathematics (pp. 140-158). Columbus, OH: ERIC/SMEAC.
Fuson, K. C. (1980). An explication of three theoretical constructs from Vygotsky. In T. Kieren (Ed.), Recent Research on Number Learning (pp. 1-25).
Columbus, OH: ERIC/SMEAC.
Chapters in Books for Teachers
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.
Lo Cicero, A., Fuson, K. C., & Allexaht-Snider, M. (1999). Making a difference in Latino children’s math learning: Listening to children, mathematizing their
stories, and supporting parents to help children. In L. Ortiz-Franco, N. G. Hernendez, & Y. De La Cruz (Eds.), Changing the faces of mathematics: Perspectives
on Latinos (pp. 59-70). Reston, Virginia: National Council of Teachers of Mathematics.
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.
Journal Articles
Fuson, K. C. (1975). The effects on preservice elementary teachers of learning mathematics and means of teaching mathematics through the active
manipulation of materials. Journal for Research in Mathematics Education, 6, 51-62.
Reprinted in the North Carolina Mathematics Education, Fall, 1976.
Fuson, K. C. (1976). Piagetian stages in causality: Children’s answers to “why?”. Elementary School Journal, 77(2), 150-158.
Reprinted in J. R. Hranitz & A. M. Noakes (Eds.), Working with the young child: A text of readings-II. University of America Press, 1978. Selected for
referencing in Sociological Abstracts.
Olszewski, P., & Fuson, K. C. (1982). The verbally expressed fantasy play of preschoolers as a function of toy structure. Developmental Psychology, 18,
57-61.
Fuson, K. C., Secada, W. G., & Hall, J. W. (1983). Matching, counting, and conservation of numerical equivalence. Child Development, 54, 91-97.
Secada, W. G., Fuson, K. C., & Hall, J. W. (1983). The transition from counting-all to counting-on in addition. Journal for Research in Mathematics Education,
14, 47-57.
Fuson, K. C. (1984). More complexities in subtraction. Journal for Research in Mathematics Education, 15, 214-225.
Pergament, G., & Fuson, K. C. (1984). Collective nouns, cardinality, and accurate counting skills. In Archives Jean Piaget, X.
Fuson, K. C., & Brinko, K. T. (1985) The comparative effectiveness of microcomputers and flashcards in the drill and practice of basic math facts. Journal for
Research in Mathematics Education, 16, 225-232.
Fuson, K. C., Pergament, G. G., & Lyons, B. G. (1985). Collection terms and preschoolers’ use of the cardinality rule. Cognitive Psychology, 17, 315-323.
Fuson, K. C., Pergament, G. G., Lyons, B. G., & Hall, J. W. (1985). Children’s conformity to the cardinality rule as a function of set size and counting accuracy.
Child Development, 56, 1429-1436.
Fuson, K. C. (1986). Roles of representation and verbalization in the teaching of multi-digit addition and subtraction. European Journal of Psychology of
Education, 1, 35-56.
Invited paper for a special issue on mathematics.
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.
Fuson, K. C. & Olszewski, P. (1986). Preschoolers’ dyadic speech about nonpresent entities during joint play. Discourse Processes, 9, 221-233.
Fuson, K. C., & Secada, W. G. (1986). Teaching children to add by counting on with finger patterns. Cognition and Instruction, 3, 229-260.
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Hall, J. W., & Fuson, K. C. (1986). Presentation rate and experiments on mnemonics: A methodological note. Journal of Educational Psychology, 78, 233-234.
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.
Fuson, K. C., Lyons, B. G., Pergament, G., Hall, J. W., & Kwon, Y. (1988). Effects of collection terms on class inclusion and number tasks. Cognitive Psychology,
20, 96-120.
Reprinted in Jean Piaget: Critical Assessment, L. Smith. (Ed.), London: Routledge, Chapman and Hall Ltd. (1993).
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.
Fuson, K. C., & Willis, G. B. (1988). Subtracting by counting up: More evidence. Journal for Research in Mathematics Education, 19, 402-420.
Hall, J. W., & Fuson, K. C. (1988). Presentation rates, item characteristics, and the keyword method: A reply to Pressley. Journal of Educational Psychology,
80, 251-252.
Willis, G. B., & Fuson, K. C. (1988). Teaching representational schemes for solving addition and subtraction word problems. Journal of Educational
Psychology, 80, 192-201.
Fuson, K. C., & WIllis, G. B. (1989). Second graders’ use of schematic drawings in solving addition and subtraction word problems. Journal of Educational
Psychology, 81, 514-520.
Fuson, K. C. (1990). Issues in place-value and multidigit addition and subtraction learning. Journal for Research in Mathematics Education, 21, 273-280.
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.
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.
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.
Fuson, K. C. & Kwon, Y. (1992). Korean children’s understanding of multidigit addition and subtraction. Child Development, 63, 491-506.
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.
Fuson, K. C., & Smith, S. T. (1995). Complexities in learning two-digit subtraction: A case study of tutored learning. Mathematical Cognition, 1, 165-213.
Hiebert, J., Carpenter, T., Fennema, E., Fuson, K. C., Murray, H., Olivier, A., Human, P., & Wearne, D. (1996). Problem solving as a basis for reform in
curriculum and instruction: The case of mathematics. Educational Researcher, 25(4), 12-21.
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.
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.
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.
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.
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.
Fraivillig, J. L., Murphy, L. A., & Fuson, K. C. (1999). Advancing children’s mathematical thinking in Everyday Mathematics reform classrooms. Journal for
Research in Mathematics Education, 30, 148-170.
Carroll, W. M., Fuson, K. C., & Drueck, J. V. (2000). A longitudinal study of second and third graders using the Standards-based curriculum Everyday
Mathematics. Journal for Research in Mathematics Education, 31, 277-295.
Carroll, W. M., Fuson, K. C., & Diamond, A. (2000). Use of student-constructed number stories in a reform-based curriculum. Journal of Mathematical
Behavior, 19, 49-62.
Hufferd-Ackles, K., Fuson, K., & Sherin, M. G. (2004). Describing levels and components of a math-talk community. Journal for Research in Mathematics
Education, 35 (2), 81-116.
Sherin, B. & Fuson, K. (2005). Multiplication strategies and the appropriation of computational resources. Journal for Research in Mathematics Education, 36
(4), 347-395.
Murata, A., & Fuson, K. (in press). 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.
Invited Research Commentaries
Fuson, K. C. (1988). Some further clarifications of numerical terminology using results from young children. Behavioral and Brain Sciences, 11, 583-585.
Fuson, K. C. (1995). Aspects and uses of counting: An AUC framework for considering research on counting to update the Gelman/Gallistel counting
principles. Cahiers de Psychologie Cognitive (Current Psychology of Cognition), 6(14), 724-731.
Fuson, K. C. (1997). Research-based mathematics curricula: New educational goals require programs of four interacting levels of research. Invited
commentary on S. Griffin & R. Case, Re-thinking the primary school curriculum: An approach based on cognitive science. Issues in Education, 3 (1), 67-79.
Rejoinders
Hiebert, J., Carpenter, T., Fennema, E., Fuson, K. C., Murray, H., Olivier, A., Human, P., & Wearne, D. (1997). Making mathematics problematic: A rejoinder
to Prawat and Smith. Educational Researcher, 26(2), 24-26.
Invited articles in encyclopedias
Fuson, K. C. (1984). Number and numeral. World Book Encyclopedia.
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Fuson, K. C. (1984). Roman numerals. World Book Encyclopedia.
Fuson, K. C. (1986). The decimal system. World Book Encyclopedia.
Fuson, K. C. (1986). Fractions. World Book Encyclopedia.
Fuson, K. C. (2000). Arithmetic. World Book Encyclopedia.
Research-based articles for teachers
Fuson, K. C. (1987). Adding by counting on with finger patterns. Arithmetic Teacher, 35, 38-41. Invited paper; first article in the new “research into practice”
series of articles.
Fuson, K. C. (1988). Subtracting by counting up with finger patterns. Arithmetic Teacher, 35(5), 29-31. Invited paper for the “research into practice” series.
Fuson, K. C. & Mills, V. L. (1997). What do we see in Everday Mathematics classrooms? Establishing an environment conducive to conceptual mathematics
learning. Teacher Link, 5(2), 1-2.
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.
Fuson, K. C., Grandau, L., & Sugiyama, P. (2001). Achievable numerical understandings for all young children. Teaching Children Mathematics, 7(9),
522-526.
Fuson, K. C. (2003). Toward computational fluency in multidigit multiplication and division. Teaching Children Mathematics, 9(6), 300-305.
Papers in Conference Proceedings
Fuson, K. C. (1980). The counting word sequence as a representational tool. In R. Karplus (Ed.), Proceedings of the Fourth International Conference for the
Psychology of Mathematics Education (pp. 256-262). Berkeley: University of California.
Pergament, G. G., & Fuson, K. C. (1982). Effects of size of set, homogeneity of objects, and collection nouns on children’s accurate counting and use of the
cardinality rule. In S. Wagner (Ed.), Proceedings of the Fourth Annual Meeting of the North American Chapter of the International Group for the Psychology
of Mathematics Education (pp. 78-84). Athens, Georgia: University of Georgia.
Fuson, K. C. (1983). The development of counting words and of the counting act. In M. Zweng, T. Green, J. Kilpatrick, H. Pollak, & M. Suydam (Eds.),
Proceedings of the Fourth International Congress on Mathematical Education (pp. 499-502). Boston: Birkhauser Boston.
Fuson, K. C., & Hall, J. W. (1983). Early relations between counting and cardinality. In J. Bergeron & N. Herscovics (Eds.), Proceedings of the Fifth Annual
Meeting of the International Group for the Psychology of Mathematics Education. Vol. l (pp. 259-266). Montreal: University of Montreal.
Fuson, K. C., & Secada, W. G. (1983). The development of number word sequence skills. In J. Bergeron & N. Herscovics (Eds.), Proceedings of the Fifth
Annual Meeting of the International Group for the Psychology of Mathematics Education. Vol. l (pp. 266-274). Montreal: University of Montreal.
Fuson, K. C., & Hall, J. W. (1984). Introducing subtraction as counting up. In J. M. Moser (Ed.), Proceedings of the Sixth Annual Meeting of the International
Group for the Psychology of Mathematics Education (pp. 9-14). Madison: Wisconsin Center for Education Research.
Steinberg, R., Baroody, A., & Fuson, K. (1984). From counting to recall of number facts. In J. M. Moser (Ed.), Proceedings of the Sixth Annual Meeting of the
International Group for the Psychology of Mathematics Education (pp. 253-262). Madison: Wisconsin Center for Education Research.
Fuson, K. C. (1985). Teaching multi-digit addition and subtraction. In L. Streefland (Ed), Proceedings of the Ninth International Conference for the
Psychology of Mathematics Education (pp. 316-321). Noordwijkerhout, The Netherlands: International Group for the Psychology of Mathematics Education.
Hall, J. W., Fuson, K. C., & Willis, G. B. (1985). Teaching counting on for addition and counting up for subtraction. In L. Streefland (Ed), Proceedings of the
Ninth International Conference for the Psychology of Mathematics Education (pp. 322-327). Noordwijkerhout, The Netherlands: International Group for the
Psychology of Mathematics Education.
Willis, G. B., & Fuson, K. C. (1985). Teaching representational schemes for the more difficult addition and subtraction verbal problems. In S. K. Damarin & M.
Shelton (Eds.), Proceedings of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 288-293). Columbus,
Ohio.
Fuson, K. C., & Willis, G. (1986). First and second graders’ performance on compare and equalize word problems. In Proceedings of the Tenth International
Conference on the Psychology of Mathematics Education (pp. 19-24). London: University of London Institute of Education.
Fuson, K. C. (1988). First and second graders’ ability to use schematic drawings in solving twelve kinds of addition and subtraction word problems. In M. J.
Behr, C. B. Lacampagne, & M. M. Wheeler (Eds.), Proceedings of the Tenth Annual Meeting of the North American Chapter of the International Group for the
Psychology of Mathematics Education (pp. 364-370). DeKalb, IL: Northern Illinois University.
Burghardt, B. & Fuson, K. (1990). Learning place value and multidigit addition and subtraction in small groups. In K. Fuson & T. Carpenter (Eds.), Learning
and teaching place value and multidigit addition and subtraction. Madison, WI: Wisconsin Center for Education Research.
Fraivillig, J. L., Fuson, K. C., & Thompson, P. W. (1993). Microworld support of children’s understanding of multidigit addition. In Proceedings of the World
Conference on Artificial Intelligence in Education (pp. 161-168), Edinburgh, UK.
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.), 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.
Fuson, K. C., Perry, T., & Ron, P. (1996). Developmental levels in culturally-different finger methods: Anglo and Latino children’s finger methods of addition.
In E. Jakubowski, D. Watkins, & H. Biske (Eds.), Proceedings of the 18th Annual Meeting of the North American Chapter of the International Group for the
Psychology of Mathematics Education, 2 (pp. 347-352). Columbus, OH: ERIC Clearinghouse for Science, Mathematics, and Environmental Education.
Fuson, K. C., Smith, Steven T., & Lo Cicero, A. (1996). A design framework for teaching/learning activities supporting Latino first graders’ ten-structured
thinking in urban classrooms. In D. Edelson & E. Domeshek (Eds.) Proceedings of the International Conference on the Learning Sciences (pp. 83-90).
Charlottesville, VA: Association for the Advancement of Computing in Education (AACE).
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.
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.
Moschkovich, J., & Fuson, K. (1998). Using socio-cultural theories in mathematics education research. In S. Berenson, K. Dawkins, M. Blanton, W. Coulombe,
Human Resources/Academic Team/Mathematics/Conte… http://www.eu.socialtext.net/advantanet-mathematics…
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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. 100-106). Raleigh, NC: North Carolina State University.
Duncan, A., Lee, H., & Fuson, K. C. (2000). Pathways to early number concepts: Use of 5- and 10-structured representations in Japan, Taiwan, and the United
States. 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. 452). Columbus, OH: ERIC Clearinghouse for Science, Mathematics, and Environmental Education.
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.
Izsák, 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.
Fuson, K. (2001). Toward a coherent network of learning goals for prekindergarten to grade 5 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. 734-5).
Columbus, OH: ERIC Clearinghouse for Science, Mathematics, and Environmental Education.
Kalchman, M. & Fuson, K. (2001). Conceptual understanding of functions: A tale of two schemas. 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. 1 (pp.
195-205). Columbus, OH: ERIC Clearinghouse for Science, Mathematics, and Environmental Education.
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.
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.).
Proceedings of the twenty-fourth annual meeting of North American chapter of the International Group of the Psychology of Mathematics Education (pp.
1641 – 1649). Columbus, OH: ERIC Clearinghouse for Science, Mathematics, and Environmental Education.
Murata, A. and Fuson, K. C. (2002). Seeing U.S. reform teaching in a Japanese classroom: Mutual adaptations in first graders’ learning teens additions. In D.
L. Haury (Ed.). Proceedings of the twenty-fourth annual meeting of North American chapter of the International Group of the Psychology of Mathematics
Education (pp. 915 – 925). Columbus, OH: ERIC Clearinghouse for Science, Mathematics, and Environmental Education.
Conference Summarizer
Fuson, K. C. (1988). Meaning in middle grade number concepts. In M. J. Behr & J. Hiebert (Eds.), Research agenda in mathematics education: Number
concepts and operations in the middle grades (pp. 260-264). Reston, VA: National Council of Teachers of Mathematics.
Fuson, K. (1990). New classrooms for learning and teaching place value and multidigit addition and subtraction. In K. Fuson & T. Carpenter (Eds.), Learning
and teaching place value and multidigit addition and subtraction. Madison, WI: Wisconsin Center for Education Research.
Chapter Discussion
Fuson, K. C. (1981). More implications of research on young children’s thinking for the curriculum of the 1980s. In E. Fennema, (Ed.), Research in
mathematics education: Implications for the 80’s (pp. 62-66). Alexandria, VA: The Association for Supervision and Curriculum Development.
Reviews and Critiques
Fuson, K. C. (1975). An expanded abstract and critical review of Owens, Douglas T., Learning of equivalence and order relations by disadvantaged five- and
six-year-old children. In L. P. Steffe (Ed.), Research on mathematical thinking of young children: Six empirical studies. Reston, VA: NCTM, 1975.
Investigations in Mathematics Education, 8, 43-47.
Fuson, K. C. (1976). An expanded abstract and critical analysis of Wheatley, Grayson H., A comparison of two methods of column addition. Journal of
Research in Mathematics Education, May, 1976. Investigations in Mathematics Education, 9, 65-68.
Fuson, K. C. (1977). An expanded abstract and critical analysis of Garigliano, L. J., Arithmetic computation scores: Or can children in modern mathematics
programs really compute? School Science and Mathematics, 75, 1975, 399-412 Investigations in Mathematics Education, 10, 23-26.
Fuson, K. C. (1978). An expanded abstract and critical analysis of Good., R., Mathews, C., Shymansky, J., & Penick, J., Relations between classroom behavior
and cognitive development characteristics in elementary school children. Journal of Research in Science Teaching, 13,(6), 1976, 533-538. Investigations in
Mathematics Education, 11, 30-33.
Fuson, K. C. (1979). Review of The child’s understanding of number by R. Gelman and C. R. Gallistel. Journal for Research in Mathematics Education, 10,
383-387.
Fuson, K. C. (1982). A critical analysis of Houlihan, D. M., & Ginsburg, H. P., The addition methods of first- and second-grade children. Journal of Research in
Mathematics Education, 1981, 12, 95-106. Investigations in Mathematics Education, 15, pp. 17-25.
Fuson, K. C. (1988). Complexities in representing mathematics Review of Problems of representation in the teaching and learning of mathematics edited by
C. Janvier. Contemporary Psychology, 33, 630.
Kwon, Y., & Fuson, K. C. (1988). A critical analysis of Song, M., & Ginsburg, H. P., The development of informal and formal mathematical thinking in Koren
and US children. Child Development, 58, 1286-96. Investigations in Mathematics Education, 21,51-57.
Curriculum Work
Lashoff, R. K., & Fuson, K. C. “Vector Geometry.” Sixty-page NSF sponsored curriculum text. Used on trial basis in some Chicago high schools. (Dr. Lashoff is a
professor of mathematics, University of Chicago.)
Fuson, K. C., & Hammond, B. (1972, April). “Mathematics Education: A Syllabus for Governors State University.” An outline of knowledge and teaching
competencies and means for elementary teacher trainees to achieve these competencies. Forty pages. (B. Hammond was a graduate student with me at
University of Chicago.)
Lesh, R., & Fuson, K. C. Northwestern’s mathematics laboratory modules for elementary education, special education, and early childhood education majors.
In the 1976-77 Resource Opportunity Book for the Big Ten/Big Eight Dean’s Network.
Fuson, K. C. (1985). Teacher lesson plans, student worksheets, and tests for teaching addition and subtraction by counting with finger patterns.
Fuson, K. C. (1986). Teacher lesson plans, student worksheets, and tests for teaching the addition and subtraction multidigit algorithms with base-ten blocks.
Fuson, K. C. (1986). Addition and subtraction word problem booklet, teacher introduction and overview.
Fuson, K. C., Smith, S., Ron, P., Hudson, K., Hufferd-Ackles, K., & Lo Cicero, A. (1998). Children’s Mathematical Thinking. Grade 1, Grade 2, Grade 3. Child
Human Resources/Academic Team/Mathematics/Conte… http://www.eu.socialtext.net/advantanet-mathematics…
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and teacher curricular materials in English and in Spanish. Totally revised 1998.
Fuson, K. C. (1999, 2000, 2001, 2002, 2003, 2004, 2005). Children’s Math Worlds. Kindergarten and Grades 1, 2, 3, 4, 5. Student and teacher curricular
materials in English and Kindergarten through Grade 3 student materials in Spanish. Most grades revised each year.
Fuson, K. C. (2006). Math Expressions. Full stand-alone kindergarten through Grade 5 math program published by Houghton Mifflin.
Manuscripts Under Revision To Comments of Reviewers
Carroll, W. M., & Fuson, K. C. Achievement results for fourth graders using the standards-based curriculum Everyday Mathematics.
Drueck, J. V., Fuson, K. C., & Carroll, W. M. Performance of first graders in a reform-math curriculum compared to Chinese, Japanese, and
traditionally-taught U.S. students.
Carroll, W. M., & Fuson, K. C. Longitudinal study of a standards-based curriculum.
Diamond, A., & Fuson, K. C. Implementation of reform norms in Everyday Mathematics classrooms.
Fraivillig, J. L., Fuson, K. C., & Thompson, P. W. Microworld support of children’s understanding of multidigit addition.
Fuson, K. C. & De La, Cruz. Using referenced concepts to teach mathematics for understanding: An extension of Vygotsky’s spontaneous and scientific
concepts.
Fuson, K. C. & Diamond, A. Types of teacher questions in Everyday Mathematics classrooms.
Fuson, K. C., Lo Cicero, A. M., & Ron, P. El Mercado in Latino primary math classrooms
Murphy, L. A. & Fuson, K. C. Launching urban mathematics reform: Making it out of the dock.
Manuscripts Under Revision Before Submission
Mills, V. L., Fuson, K. C., & Wolfe, R. B. Observing the implementation of a reform curriculum in elementary classrooms: What do we see of reform goals when
teachers attempt to “do mathematics reform”?
Fuson, K. C. A developmental model of children’s addition and subtraction word problem solving.
Fuson, K. C., Hudson, K., & Ron, P. Phases of classroom mathematical problem-solving activity: The PCMPA framework for supporting algebraic thinking in
primary school classrooms.
Murphy, L. A. & Fuson, K. C. Daily morning routines: Functions in reform mathematics classrooms.
Papers Presented
Bell, M., Fuson, K., & Hammond, B. (1972, April). Using manipulatives to teach teacher trainers. Paper presented at the annual meeting of the National
Council of Teachers of Mathematics, Chicago.
Fuson, K. C. (1974, March). Methodologies for evaluating the use of manipulatives in the teaching of mathematics to teachers. Paper presented at a research
session of the National Council of Teachers of Mathematics Regional Meeting, Des Moines.
Fuson, K. (1974, November). Graphing as a tool. Paper presented at the Joint Illinois Science Teachers Association and School Science and Mathematics
Association Convention, Chicago.
Fuson, K., & Wertsch, J. (1977, March). Proposals for investigating the development of goal-directed activity in children: Some preliminary data. Paper
presented at Society for Research in Child Development, New Orleans.
Fuson, K. (1977, April). DIfficulties our system of numeration causes children–and what you can do about it. Paper presented at the 55th Annual Meeting of
the National Council of Teachers of Mathematics, Cincinnati.
Fuson, K. (1977, October). The learning of mathematics as goal-directed activity: A model with educational implication for young children. Paper presented
at the Conference on Models in the Teaching and Learning of Mathematics, Durham, NH.
Fuson, K. (1977, November). Vygotskian theoretical constructs related to research in the development of early arithmetic concepts. Paper presented at
Conference on Number and Measurement Concepts, Indianapolis.
Fuson, K. (1978, September). The counting string as a neutral tool for the construction of ordinal and cardinal number concepts. Invited paper presented at
the Conference on Children’s Mathematical Cognition, Pittsburgh.
Fuson, K. C. (1979, March). Developmental patterns in speech-for-self. Paper presented at the biennial meetings of the Society for Research in Child
Development, San Francisco.
Fuson, K. C., & Zivin, G. (1979, March). Do they really talk to themselves? Recent naturalistic studies of the development of verbal self-regulation.
Symposium organized and co-chaired at the biennial meetings of the Society for Research in Child Development, San Francisco.
Fuson, K. C. (1979, April). Developmental changes in the counting word string. Pre-session meeting of the International Research Group for Psychology and
Mathematics Education, Boston.
Fuson, K. C. (1979, April). The importance of Vygotsky’s “zone of proximal development” in teaching mathematics. Paper presented at the annual meeting of
the National Council of Teachers of Mathematics, Boston.
Fuson, K. C. (1979, September). A preliminary analysis of young children’s counting. Paper presented at the annual meeting of the North American branch of
the International Group for the Psychology of Mathematics Education, Evanston, IL.
Fuson, K. C. (1979, October). The logical, mathematical and psychological structure of counting and early number. Invited paper presented at the Project
Director’s Meeting: National Science Foundation and National Institute of Education. Fredericksburg, VA.
Fuson, K. C. (1979, November). Counting solution procedures in addition and subtraction. Invited paper presented at the International Wingspread
Conference on the Initial Learning of Addition and Subtraction Skills, Racine, WI.
Fuson, K. C., & Richards, J. (1980, April). Children’s construction of the counting numbers: levels of number word production. Paper presented at the Annual
Meeting of the American Educational Research Association, Boston.
Fuson, K. C., & Mierkiewicz, D. (1980, April). A detailed analysis of counting. Paper presented at the Annual Meeting of the American Educational Research
Association, Boston.
Fuson, K. C., Secada, W., & Hall, J. W. (1980, April). Effects of counting and matching on conservation of number. Paper presented at the Annual Meeting of
the American Educational Research Association, Boston.
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Fuson, K. C. (1980, April). Remarks on processes children use in solving addition and subtraction problems. Symposium critic response at the Symposium
“Processes Children Use in Solving Addition and Subtraction Problems” presented at the Annual Meeting of the American Educational Research Association,
Boston.
Fuson, K. C., & Olszewski, P. (1980, April). Directive speech as a function of age, task, and presence/absence of a peer. Paper presented at the Annual
Meeting of the American Educatonal Research Association, Boston.
Fuson, K. C. (1980, August). The development of counting words and of the counting act. Invited paper presented at the Fourth International Congress on
Mathematical Education, Berkeley, CA.
Fuson, K. C. (1980, August). The counting word sequence as a representational tool. Paper presented at the Fourth International Conference for the
Psychology of Mathematics Education, Berkeley, CA.
Slaughter, D., Fuson, K. C., & Akerstrom, M. (1981, April). Developmental characteristics of maternal and child speech among lower income blacks in an
early intervention study. Paper presented at the Biennial Meeting of the Society for Research in Child Development, Boston.
Dickson, P., & Fuson, K. C. (1981, April). Effects of age and culture on the decoding of referential messages encoded by adults and children. Paper presented
at the Biennial Meeting of the Society for Research in Child Development, Boston.
Fuson, K., & Hall, J. W. (1981, April). A conceptual analysis of the development of early number words. Paper presented at the Biennial Meetings of the
Society for Research in Child Development, Boston.
Fuson, K. C. (1981, April). The role of units in the development of number. Invited paper presented at the Counting Types Symposium, Athens, GA.
Fuson, K. C. (1981, April). Recent research on counting in addition and subtraction. Paper presented at the SIG/ME Research Presession, Annual Meeting of
the National Council of Teachers of Mathematics, St. Louis, MO.
Fuson, K. C., Secada, W. G., & Hall, J. W. (1982, March). Skills underlying counting-on in addition. Paper presented at the Annual Meeting of the American
Educational Research Association, New York.
Pergament, G. G., & Fuson, K. C. (1982, October). Effects of size of set, homogeneity of objects, and collection nouns on children’s accurate counting and use
of the cardinality rule. Paper presented at the Fourth Annual Meeting of the North American Chapter of the International Group for the Psychology of
Mathematics Education, Athens, Georgia.
Pergament, G., & Fuson, K. (1983, June). Collective nouns, cardinality, and accurate counting skills. Paper presented at the Annual Meeting of the Jean
Piaget Society, Philadelphia.
Fuson, K. C., & Hall, J. W. (1983, September). Early relations between counting and cardinality. Paper presented at the Fifth Annual Meeting of the
International Group for the Psychology of Mathematics Education. North American Chapter, Montreal.
Fuson, K. C., & Secada, W. G. (1983, September). The development of number word sequence skills. Paper presented at the Fifth Annual Meeting of the
International Group for the Psychology of Mathematics Education. North American Chapter, Montreal.
Fuson, K. C. (1984, March). From counting-all to more efficient solution procedures in addition. Paper presented at the National Council of Teachers of
Mathematics Midwest Regional Conference, DeKalb, IL.
Fuson, K. C., & Brinko, K. T. (1984, March). Microcomputers for drill and practice? Paper presented at the Eighth Annual Symposium of Phi Delta Kappa and
Northwestern University School of Education, Evanston, IL. (Poster session given by Kathleen Brinko.)
Fuson, K. C. (1984, April). Addition and subtraction: Children’s concepts and instruction. Research symposium organized and chaired at the Research
Presession to the 62nd Annual Meeting of the National Council of Teachers of Mathematics, San Francisco.
Fuson, K. C. (1984, April). Recent research on teaching addition and subtraction. Paper presented at the Research Presession to the 62nd Annual Meeting of
the National Council of Teachers of Mathematics, San Francisco.
Fuson, K. C. (1984, April). Teaching addition: A developmental progression of children’s solution procedures. Paper presented at the 62nd Annual Meeting of
the National Council of Teachers of Mathematics, San Francisco.
Fuson, K. C., & Hall, J. W. (1984, October). Introducing subtraction as counting up. Paper presented at the sixth annual meeting of the International Group
for the Psychology of Mathematics Education, Madison, WI.
Fuson, K. C. (1984, November). How is the cardinality rule learned? Paper presented at the Annual Meeting of the Psychonomic Society, San Antonio.
Fuson, K. C. (1985, January). Some sources of individual differences in mathematics achievement. Invited paper presented at the Bush Program Conference
on Explaining Performance Differences in Elementary School Mathematics, Ann Arbor, MI.
Fuson, K. C. (1985, March). Teaching addition, subtraction, and place value concepts. Invited paper presented at the International Conference on
Mathematics Education, Chicago.
Fuson, K. C. (1985, April). Teaching an efficient method of addition. Paper presnted at the Annual Meeting of the American Educational Research Association,
Chicago.
Fuson, K. C. (1985, July). Teaching multi-digit addition and subtraction. Paper presented at the Ninth International Conference for the Psychology of
Mathematics Education, Noordwijkerhout, The Netherlands.
Hall, J. W., Fuson, K. C., & Willis, G. B. (1985, July). Teaching counting on for addition and counting up for subtraction. Paper presented at the Ninth
International Conference for the Psychology of Mathematics Education, Noordwijkerhout, The Netherlands.
Willis, G. B., & Fuson, K. C. (1985, October). Teaching representational schemes for the more difficult addition and subtraction verbal problems. Paper
presented at the seventh annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Columbus,
Ohio.
Fuson, K. C. (1985, November). Roles of representation in learning multi-digit addition and subtraction. Paper presented at the annual meeting of the
Psychonomics Society, Boston.
Fuson, K. C. (1986, July). First and second graders; performance on compare and equalize word problems. Paper presented at the Tenth International
Conference for the Psychology of Mathematics Education, London, England.
Fuson, K. C. (1986, November). Effects of collection terms on class inclusion and on number tasks. Paper presented at the annual meeting of the
Psychonomics Society, New Orleans.
Fuson, K. C. (1987, April). Teaching the general multi-digit addition and subtraction algorithms to first and second graders. Paper presented at the biennial
meeting of the Society for Research in Child Development, Baltimore.
Fuson, K. C. (1988, May). Developmental relationships among sequence number words, counting correspondence, and cardinality. Paper presented at the
annual meeting of the Midwest Psychological Society, Chicago.
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Fuson, K. C. (1988, November). First and second graders’ ability to use schematic drawings in solving twelve kinds of addition and subtraction word
problems. Paper presented at the annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education,
DeKalb, IL.
Fuson, K. C. (1988, November). Second graders’ use of schematic drawings to solve addition and subtraction word problems. Paper presented at the annual
meeting of the Psychonomic Society, Chicago.
Fuson, K. C. (1989, March). Do place-value concepts precede, accompany, or follow meaningful learning of multidigit addition and subtraction algorithms?
Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco.
Fuson, K. C. & Kwon, Y. (1989, April). English and Chinese number words: The cost to U.S. children of irregularities in the English system of number words.
Paper presented at the Biennial Meetings of the Society for Research in Child Development, Kansas City.
Fuson, K. C. & Kwon, Y. (1989, November). Effects on addition and subtraction of the named ten in Korean number words. Paper presented at the Annual
Meeting of the Psychonomics Society, Atlanta.
Fuson, K. C. (1991, April). Alternatives to teaching standard algorithms in school mathematics: Providing learning/teaching settings that support the
construction of conceptual multiunit numbers. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago.
Burghardt, B. H. & Fuson, K. C. (1991, April). Group interaction effects on children’s invented multidigit addition procedures. Paper presented at the Research
Council Presession to the Annual Meeting of the National Council of Teachers of Mathematics, New Orleans.
Fuson, K. C. (1991, April). Children’s invention of multidigit addition and subtraction methods. Papers presented at the Cognitive Development and
Instruction Lectures, University of Edmonton.
Fuson, K. C. (1991, May). Three developmental paths through addition and subtraction: Effects of number words and of finger methods for presenting
addition and subtraction. Paper presented at the Annual Meeting of the Midwestern Psychological Association, Chicago.
Fuson, K. C. & Burghardt, B. (1991, July). Group case studies of second graders inventing multidigit addition procedures for base-ten blocks and written
marks. Paper presented at the Annual Meeting of the International Group for the Psychology of Mathematics Education, Assisi, Italy.
Fuson, K. C. (1992, April). A theory about developmental levels in children’s solutions of word problems. Paper presented at the Conference on Word
Problem Solving, Max Planck Institute for Psychological Research, Munchen, Germany.
Fuson, K. C. (1992, April). Developmental levels in children’s addition and subtraction solution procedures. Paper presented at the Universite de Paris V (the
Sorbonne), Paris, France.
Fuson, K. C. (1992, April). Children’s counting and early numerical thinking. Paper presented at the Centre Hospitalier Universitaire Bicetre, Paris, France.
Fuson, K. C. (1992, April). Multidigit addition and subtraction thinking. Paper presented at the Universite de Paris 8, Paris, France.
Fuson, K. C. (1992, June). Research frontiers in early mathematics learning. Paper presented at the Conference on French/American collabarative arithmetic
research, Universite de Bourgogne, Dijon, France.
Fuson, K. C. (1992, June). Linguistic and cultural aspects of children’s numerical thinking. Paper presented at the Groupe Hospitalier Pitie-Salpetriere, Paris,
France.
Fuson, K. C. (1992, June). Children’s invented multidigit addition methods. Paper presented in the Developmental Psychology Series, University of Oxford,
Oxford, Great Britain.
Fuson, K. C., & Perry, T. (1993, March). Hispanic children’s addition methods: Cultural diversity in children’s informal solution procedures. Paper presented
at the Biennial Meeting of the Society for Research in Child Development, New Orleans, LA.
Fuson, K. C., & Burghardt, B. H. (1993, April). Children’s invented multidigit addition solutions and teacher support of problem solving and reflection. Paper
presented at the Annual Meeting of the American Educational Research Association, Atlanta, GA.
Fuson, K. C. (Symposium Chair and Critic) (1993, April). Comparing the conceptual growth of U.S. and Japanese students. Symposium presented at the
Annual Meeting of the American Educational Research Association, Atlanta.
Fraivillig, J. L., Fuson, K. C., & Thompson, P. W. (1993, August). Microworld support of children’s understanding of multidigit addition. Paper presented at the
World Conference on AI in Education, Edinburgh, Scotland.
Fuson, K. C. (1993, September). Latino, Anglo, and Korean children’s finger addition methods. Paper presented at the Annual Meeting of the European
Association for Research on Learning and Instruction, Aix-En-Provence, France.
Fuson, K. C., & Burghardt, B. H. (1993, October). Group case studies of second graders inventing multidigit addition procedures for base-ten blocks and
written marks. Paper presented at the Annual Meeting of the Psychology of Mathematics Education — North American Chapter, Asilomar, CA.
Fuson, K. C. (1994, April). Children’s use of schematic drawings to present problem situations. Paper presented at the the Annual Meeting of the American
Educational Research Association, New Orleans, LA.
Fuson, K. C., & Smith, S. (1994, April). Supporting Latino first graders’ ten-structured thinking in urban classrooms. Paper presented at the the Annual
Meeting of the American Educational Research Association, New Orleans, LA.
Fuson, K. C., & Wearne, D. (1994, April). Designing classrooms for learning with understanding: The case of elementary mathematics: Representational
context–conceptual and instructional supports. Paper presented at the the Annual Meeting of the American Educational Research Association, New Orleans,
LA.
Fuson, K. C. (1994, December). An analysis of learning difficulties in quantitative 2-digit subtraction. Paper presented at the interdisciplinary meeting
Concepts of Number and Simple Arithmetic, Trieste, Italy.
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.
Diamond, A. & Fuson, K. C. (1995, April). Teacher questioning patterns in reform mathematics classrooms. Paper presented at the Annual Meeting of the
American Educational Research Association, San Francisco, CA.
Drueck, J., Fuson, K. C., Carroll, W., & Bell, M. S. (1995, April). Performance of U.S. first graders in a reform math curriculum compared to Japanese, Chinese,
and traditionally taught U.S. students. Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco, CA.
Fuson, K. C. (1995, April). Contextualizing mathematics and bridging cultures: Supporting reform mathematics classrooms for Latino students. Symposium
organized at the Annual Meeting of the American Educational Research Association, San Francisco, CA.
Fuson, K. C. (1995, April). Sources of Asian children’s superiority in mathematics: Culture or classroom in this cohort? Symposium organized at the Annual
Meeting of the American Educational Research Association, San Francisco, CA.
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Fuson, K. C. (1996, March). Supporting in-depth understanding of word problems. Paper presented at the Sixth Annual Conference on Quality in Education,
Chicago, IL.
Fuson, K. C. (1996, April). Aspects of reform mathematics teaching in urban Latino classrooms. Symposium organized at the Annual Meeting of the American
Educational Research Association, New York.
Fuson, K. C. (1996, April). Progress in understanding reform mathematics teaching. Symposium organized at the Annual Meeting of the American Educational
Research Association, New York, NY
Fuson, K. C. (1996, April). Latino children’s construction of arithmatic understanding in urban classrooms that support thinking. Paper presented at the
Annual Meeting of the American Educational Research Association, New York.
Fuson, K. C., Feingold, C., Cuevas, S. (1996, April). Children’s Math Worlds: A teaching/learning project to support urban Latino children’s construction of
arithmetical understandings. Paper presented at the Annual Meeting of the American Educational Research Association, New York.
Fuson, K. C., Smith, S. T., & Lo Cicero, A. (1996, July). A design framework for teaching/learning activities supporting Latino first graders’ ten-structured
thinking in urban classrooms. Paper presented at the International Conference on the Learning Sciences, Northwestern University, Evanston, IL.
Fuson, K. C., Perry, T., & Ron, P. (1996, October). Developmental levels in culturally-different finger methods: Anglo and Latino children’s finger methods of
addition. Paper presented at the 18th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education,
Panama City, FL.
Fuson, K. C., & Smith, S. T. (1996, December). Supporting multiple conceptual structures and calculation methods in the classroom: Issues of conceptual
supports, instructional design, and language. Paper presented at the invited meeting on The role of contexts and models in the development of
mathematical strategies and procedures, Leiden University, The Netherlands.
Fuson, K. C. (1997, March). Children’s Math Worlds: A teaching/learning project to support urban Latino children’s construction of arithmetical
understandings. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, IL.
Fuson, K. C. (1997, March). Progress in understanding reform mathematics teaching and learning. Symposium organized at the Annual Meeting of the
American Educational Research Association, Chicago, IL.
Fuson, K. C. & Ding, D. (1997, March). Teacher questions in EM second-grade classes compared to teacher questions in Japanese, Taiwanese, and traditional
U.S. classrooms. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, IL.
Fuson, K. C., & Burghardt, B. H. (1997, October). Group case studies of second graders inventing multidigit subtraction methods. Paper presented at the
Annual Meeting of the Psychology of Mathematics Education — North American Chapter, Bloomington/Normal, IL.
Secada, W. S., & Fuson, K. C. (1998, February). Research and practice on teaching mathematics with understanding to bilingual children. Paper presented at
the Office of Bilingual Education and Minority Languages Affairs National Professional Development Institute, Dallas, TX.
Fuson, K. C. (1998, April). Domain-specific models of mathematics teaching and learning developed in urban Latino classrooms. Symposium organized for
the meeting of the American Eductional Research Association, San Diego, CA.
Fuson, K. C. (1998, April). The chalkboard activity structure as a facilitator of helping, understanding, discussion, and reflection. In S. McGee (Symposium
Organizer), Changing the game: Activity structures for reforming education. Symposium paper presented at the meeting of the American Eductional
Research Association, San Diego, CA.
Fuson, K. C., Ron, P., & Perry, T. (1998, April). Progressions of developmental levels in culturally-different finger methods: Finger addition and subtraction
models of Anglo and Latino children. Paper presented at the annual meeting of the American Eductional Research Association, San Diego, CA.
Fuson, K. C., Sherin, B., & Smith, S. T. (1998, October). A Vygotskiian action-research model for developing and assessing conceptual models and
instructional materials inter-actively. Paper presented at the annual meeting of the North American Chapter of the International Group for the Psychology of
Mathematics Education, Raleigh, NC.
Fuson, K. C., & De La Cruz, Y. (1999, April). A Mathematics Equity Pedagogy in action in urban classrooms. Paper presented at the annual meeting of the
American Eductional Research Association, Montreal, CA.
Fuson, K. C. (1999, October). Balancing the needs for skill and for understanding in elementary mathematics curricula. Paper presented at the Hegeler
Institute Conference to End the Math Wars, Lasalle, Il.
Fuson, K. C. (2000, April). Perspectives on prekindergarten through grade 2 standards in number and operation. Paper presented at the Research
Presession of the National Council of Teachers of Mathematics, Chicago, IL.
Fuson, K. C. (2000, April). Research perspectives on curriculum development. Paper presented in a symposium at the Research Presession of the National
Council of Teachers of Mathematics, Chicago, IL.
Fuson, K. C. (2000, April). Issues in reform math and computation in the early grades. Paper presented in a symposium at the annual meeting of the
National Council of Teachers of Mathematics, Chicago, IL.
Smith, S. S., Sherin, B. & Fuson, K. C. (2000, April). From relational description to algebraic generalization in the multiplicative domain. Paper presented at
the annual meeting of the American Eductional Research Association, Chicago, IL.
Fuson, K. C. (2000, May). Goals and standards for prekindergarten through grade 2: Mastery by all in numbers and operations. Paper presented at the
Conference on Standards for Preschool and Kindergarten Mathematics Education, Washington, DC.
Duncan, A., Lee, H., & Fuson, K. C. (2000, October). Pathways to early number concepts: Use of 5- and 10-structured representations in Japan, Taiwan, and
the United States. Paper presented at the annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics
Education, Tucson, AZ.
Fuson, K. C. & Lo Cicero, A. M. (2000, October). El Mercado in Latino primary math classrooms. Paper presented at the annual meeting of the North American
Chapter of the International Group for the Psychology of Mathematics Education, Tucson, AZ.
Izsák, A. & Fuson, K. C. (2000, October). Students’ understanding and use of multiple representations while learning two-digit multiplication. Paper
presented at the annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Tucson, AZ.
Fuson, K. C., Duncan, A., & Lee, Hsiu-fei (2001, April). Authoritative teaching in Japan, Taiwan, and the United States: Emotional and conceptual supports in
the mathematics classroom. Paper presented at the annual meeting of the Society for Research in Child Development, Minneapolis, MN.
Fuson, K. (2001). Toward a coherent network of learning goals for prekindergarten to grade 5. Paper presented at the annual meeting of the North
American Chapter of the International Group for the Psychology of Mathematics Education, Snowbird, UT.
Kalchman, M. & Fuson, K. (2001). Conceptual understanding of functions: A tale of two schemas. Paper presented at the annual meeting of the North
American Chapter of the International Group for the Psychology of Mathematics Education, Snowbird, UT.
Murata, A. & Fuson, K. (2001, October). Learning paths to 5- and 10-structured understanding of quantity: Addition and subtraction solution strategies of
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Japanese children. Paper presented at the annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics
Education, Snowbird, UT.
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.
Fuson, K. C. & Kalchman, M. (2002, April). Using an additive linear model to explain any multiplication of a fraction by a fraction. Paper presented in a
symposium at the Annual Meeting of the American Educational Research Association, New Orleans, LA.
Fuson, K. and Kalchman, M. (2002, October). A length model of fractions puts multiplication of fractions in the learning zone of fifth graders. Paper presented
at the twenty-fourth annual meeting of North American chapter of the International Group of the Psychology of Mathematics Education.
Murata, A. and Fuson, K. C. (2002, October). Seeing U.S. reform teaching in a Japanese classroom: Mutual adaptations in first graders’ learning teens
additions. Paper presented at the twenty-fourth annual meeting of North American chapter of the International Group of the Psychology of Mathematics
Education.
Katchman, M. & Fuson, K. C. (200?, April). Re-viewing conceptual and procedural learning. Paper presented the Annual Meeting of the American Educational
Research Association, San Diego, CA.
Others??
Fuson, K. C. (2006, April). Meanings of numerical operations through word problem solving: Access to all through student situational drawings within an
algebraic approach. Paper presented at the annual meeting of the National Council of Supervisors of Mathematics, St. Louis, MO.
Fuson, K. C. (2006, April). An algebraic approach to word problem solving for all learners using ambitious problems, drawings, and Math Talk. Paper
presented at the annual meeting of the National Council of Supervisors of Mathematics, St. Louis, MO.
Fuson, K. C. (2006, April). Supporting mathematical talk with students’ drawings and accessible algorithms. Paper presented at the annual meeting of the
National Council of Teachers of Mathematics, St. Louis, MO.
Fuson, K. C., Pecci, J., Roedel, S., & Atler, T. (2006, September). Math Talk using proof drawings: Teachers share their experiences. Paper presented at a
regional meeting of the National Council of Teachers of Mathematics, Chicago, IL.
Fuson, K. C. (2006, October). Teaching word problems algebraically and for English Language Learners. Paper presented at a regional meeting of the
National Council of Teachers of Mathematics, Phoenix, AZ.
Conference Discussion or Working Groups Led
De La Cruz, Y., Fuson, K. C., Licón Khisty, L., Masingila, J., Moschkovich, J., & Brenner, B. (1997, October). Discussion Group 4: Applying socio-cultural
theories to research in mathematics education. Two-session discussion group conducted at the Annual Meeting of the of the International Group for the
Psychology of Mathematics Education – North American Chapter, Bloomington/Normal, IL.
Moschkovich, J., & Fuson, K. (1998). Using socio-cultural theories in mathematics education research. Three-session working group conducted ath the Annual
Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Raleigh, NC.
Professional Service
Chair of the Editorial Board, Journal for Research in Mathematics Education, 1983-84.
Editorial Board Member, 1981-1984. Journal for Research in Mathematics Education.
Editorial Board Member, 1985-1991. Journal of Experimental Child Psychology.
Editorial Board Member. Mathematical Cognition, Mathematical Thinking and Learning.
Contributing Editor of The Journal of Mathematical Behavior, 1980-present.
Reviewer for Journal for Research in Mathematics Education, Child Development, Developmental Psychology, Journal of Educational Psychology, Cognition
and Instruction, Mathematical Cognition, Merrill-Palmer Quarterly, Journal of Experimental Child Psychology, British Journal of Developmental Psychology,
Contemporary Psychology, Cognitive Therapy and Research, and occasional other journals.
Proposal reviewer for National Science Foundation, 1978-present.
Consultant to Sesame Street, 1986-1989.
Review writer for Investigations in Mathematics Education, 1975-1988.
Reviewer of paper proposals for AERA, SRCD, PME, and PME-NA conferences.
Illinois Council of Teachers of Mathematics Max Beberman Award Committee, 1980-81.
Research White Paper on Number and Computation, NCTM, National Standards Project, 1998-2001.
Teaching demonstration at the National Research Council, National Academy of Sciences Conference on Learning Research and Educational Practice,
Washington, DC, 1998.
Extensive feedback on the NCTM Standards 2000 draft.
National Academy of Sciences National Research Council Committee: Mathematics Learning Study, 1999-2001.
Core committee on developing goals and standards for preschool and kindergarten mathematics education, 2000-2001.
Teaching Experience
1966- Certified teacher in mathematics, Parker High School (Chicago Public Schools),
1969 6800 South Stewart; Essentials (remedial mathematics), Geometry, and an
accelerated college preparatory program (federally funded).
1970- The University of Chicago, Chicago, Illinois
1975 Department of Mathematics
Mathematics 101: Sets and Logic
Department of Education
Education 507: Learning and Teaching Basic Mathematics
with Manipulative Materials
1972- Roosevelt University, Chicago, Illinois
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1975 Department of Mathematics
Mathematics 266: Mathematics for Elementary School Teachers
School of Education
Education 261: Teaching of Mathematics in the Primary Grades
Education 243: Mathematics, Science, and Social Concepts for
Children Age 0-6
1975- Northwestern University, Evanston, Illinois
present School of Education and Social Policy
A70-1 Topics in Mathematics for Teachers
C01-1 Child Development
C26-1 Mathematics in the Elementary School from an Advanced Standpoint
C38-1 The Teaching of Mathematics in the Secondary School
C89-1 Young Children’s Cognitive Development
C76-1 Arithmetic in the Elementary School
D03-1 Child and Adolescent Development & Learning
D13-1 Theories of Human Development
D20-2 Attachment and Parenting in Early Childhood
D25-2 Learning and Development
D51-1 Research in Mathematics Teaching and Learning
D88-1 Popular Theories of Parenting
D89-1 Cognitive Development
E88-1 Seminar in Child Development (different seminars given)
University Service
University Faculty Planning Committee
University Appeals Board
University Curriculum Committee
University Committee on International Curriculum
Language and Cognition Administrative Committee (multiple years)
Liason to Institute for the Learning Sciences
School of Education and Social Policy Executive Committee, Chair and Member (multiple terms)
School of Education and Social Policy Search Committees (multiple terms)
Co-chair: Intellectual Development, Learning, and Instruction, SESP Graduate Program Area
School of Education and Social Policy: Chair, Undergraduate Committee (multiple terms)
School of Education and Social Policy: Faculty Personnel Review Committee (multiple terms)
School of Education and Social Policy: Dean’s Search Committee
School of Education and Social Policy: Tenure and renewal committees, chair or member (multiple service)
􀀀Related papers:
Murata, A. (2004). Paths to learning ten-structured understanding of teen sums: Addition solution methods of Japanese Grade 1 students. Cognition and
Instruction, 22(2). Pp. 185 – 218.

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