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Critiques of the Common Core in Early Math: A Research-Based Response

Journal for research in mathematics education, 2019-01, Vol.50 (1), p.11-22

2019

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Commentary on “Alignment Between Children’s Numeracy Performance, the Kindergarten Common Core State Standards for Mathematics, and State-Level Early Learning Standards”

AERA open, 2021-05, Vol.7

2021

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Relating Math Words, Visual Images, and Math Symbols for Understanding and Competence

International journal of disability, development, and education, 2019-03, Vol.66 (2), p.119-132

Fuson, Karen C.

2019

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Building Equitable Math Talk Classrooms

The Mathematics teacher, 2023-03, Vol.116 (3), p.164-173

2023

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What Is Developmentally Appropriate Teaching?

Teaching children mathematics, 2017-11, Vol.24 (3), p.178-188

2017

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Making early math education work for all children

Phi Delta Kappan, 2015-11, Vol.97 (3), p.63-68

2015

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Children's Counting and Concepts of Number

Fuson, Karen C

1, 1987

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Describing Levels and Components of a Math-Talk Learning Community

Journal for research in mathematics education, 2004-03, Vol.35 (2), p.81-116

2004

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Avoiding misinterpretations of Piaget and Vygotsky: Mathematical teaching without learning, learning without teaching, or helpful learning-path teaching?

Cognitive development, 2009, Vol.24 (4), p.343-361

Fuson, Karen C.

2009

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Cross-cultural issues in linguistic, visual-quantitative, and written-numeric supports for mathematical thinking

ZDM, 2009-11, Vol.41 (6), p.793-808

2009

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Accessible Standard Algorithms for Understanding and Equity: Multidigit and Decimal Subtraction, Multiplication, and Division

Journal of Education and Development, 2024-04, Vol.8 (2), p.32

2024

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Accessible Standard Algorithms

The Mathematics teacher, 2024-04, Vol.117 (4), p.268-275

2024

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The Best Multidigit Computation Methods: A Cross-cultural Cognitive, Empirical, and Mathematical Analysis

Universal journal of educational research (Print), 2020-04, Vol.8 (4), p.1299-1314

Fuson, Karen C.

2020

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Korean Children's Understanding of Multidigit Addition and Subtraction

Child development, 1992-04, Vol.63 (2), p.491-506

1992

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The research-based balance in early childhood mathematics: A response to Common Core criticisms

Early childhood research quarterly, 2017-01, Vol.40, p.150-162

2017

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Overcoming Errors in Fraction Computation by Emphasizing Unit Fractions, Length Drawings, and Student Explanations

Universal journal of educational research (Print), 2019-08, Vol.7 (8), p.1663-1678

Fuson, Karen C.

2019

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Research Commentary: Critiques of the Common Core in Early Math: A Research-Based Response

Journal for research in mathematics education, 2019-01, Vol.50 (1), p.11-22

2019

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Advancing Children's Mathematical Thinking in Everyday Mathematics Classrooms

Journal for research in mathematics education, 1999-03, Vol.30 (2), p.148-170

1999

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Children's Conceptual Structures for Multidigit Numbers and Methods of Multidigit Addition and Subtraction

Journal for research in mathematics education, 1997-03, Vol.28 (2), p.130-162

1997

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Children's Knowledge of Teen Quantities as Tens and Ones: Comparisons of Chinese, British, and American Kindergartners

Journal of educational psychology, 1998-09, Vol.90 (3), p.536-544

1998

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FOCAL POINTS—Grades 5 and 6

Teaching children mathematics, 2008-05, Vol.14 (9), p.508-517

2008

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Levels in Conceptualizing and Solving Addition and Subtraction Compare Word Problems

Cognition and instruction, 1996-01, Vol.14 (3), p.345-371

1996

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Children's Counting and Concepts of Number

Fuson, Karen C

2012

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Achievement Results for Second and Third Graders Using the Standards-Based Curriculum Everyday Mathematics

Journal for research in mathematics education, 2000-05, Vol.31 (3), p.277-295

2000

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Supporting Latino First Graders' Ten-Structured Thinking in Urban Classrooms

Journal for research in mathematics education, 1997-12, Vol.28 (6), p.738-766

1997

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Critiques of the Common Core in Early Math: A Research-Based Response

Commentary on “Alignment Between Children’s Numeracy Performance, the Kindergarten Common Core State Standards for Mathematics, and State-Level Early Learning Standards”

Relating Math Words, Visual Images, and Math Symbols for Understanding and Competence

Building Equitable Math Talk Classrooms

What Is Developmentally Appropriate Teaching?

Making early math education work for all children

Children's Counting and Concepts of Number

Describing Levels and Components of a Math-Talk Learning Community

Avoiding misinterpretations of Piaget and Vygotsky: Mathematical teaching without learning, learning without teaching, or helpful learning-path teaching?

Cross-cultural issues in linguistic, visual-quantitative, and written-numeric supports for mathematical thinking

Accessible Standard Algorithms for Understanding and Equity: Multidigit and Decimal Subtraction, Multiplication, and Division

Accessible Standard Algorithms

The Best Multidigit Computation Methods: A Cross-cultural Cognitive, Empirical, and Mathematical Analysis

Korean Children's Understanding of Multidigit Addition and Subtraction

The research-based balance in early childhood mathematics: A response to Common Core criticisms

Overcoming Errors in Fraction Computation by Emphasizing Unit Fractions, Length Drawings, and Student Explanations

Research Commentary: Critiques of the Common Core in Early Math: A Research-Based Response

Advancing Children's Mathematical Thinking in Everyday Mathematics Classrooms

Children's Conceptual Structures for Multidigit Numbers and Methods of Multidigit Addition and Subtraction

Children's Knowledge of Teen Quantities as Tens and Ones: Comparisons of Chinese, British, and American Kindergartners

FOCAL POINTS—Grades 5 and 6

Levels in Conceptualizing and Solving Addition and Subtraction Compare Word Problems

Children's Counting and Concepts of Number

Achievement Results for Second and Third Graders Using the Standards-Based Curriculum Everyday Mathematics

Supporting Latino First Graders' Ten-Structured Thinking in Urban Classrooms

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