Publications

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
Longer Paper
Shorter Paper

Many of my research papers about classroom teaching/learning approaches are available in the table below. You can download any paper for your own educational use by clicking on the last column in the table called Download. You can find papers by sorting the table by math topic or by type of research publication (shorter or longer). Use the drop-down boxes just above the table to select your sorting criteria. The table shows the most recent papers first, so you can also just scroll through and read the titles in the table to decide which papers you want to download. Authors of these publications include members of the Children’s Math Worlds Project team, my Ph.D. students, post-doctoral students, and colleagues at Northwestern University and elsewhere.

You can download the references for all publications available here on this website by clicking here.

You can search for words, for topic using the letters in the top table, for type using long or short,

or for date by entering in the Search Here box.

Fuson, K. C., Kiebler, S., & Decker, R. (April, 2024a). Accessible standard algorithms for understanding and equity. Mathematics Teacher: Learning and Teaching K-12. Volume 117, Issue 04, April, 268–275. DOI: 10.5951/MTLT.2023.0212 2024 TL, MD, SD, OL Short Click Here
Fuson, K. C., Kiebler, S., & Decker, R. (April, 2024b). Accessible standard algorithms for understanding and equity Part 2: Multidigit and decimal subtraction, multiplication, and division. Published on karenfusonmath.net. 2024 TL, MD, SD, OL Short Click Here
Fuson, K. C. & Leinwand, S. (2023). Building equitable Math Talk classrooms. Mathematics Teacher Learning and Teaching, 116 (3), March, 164-173. 2023 DOI: https://doi.org/10.5951/MTLT.2022.0285 2023 TL Short Click Here
Fuson, K. C. (2022). Learning Path Teaching in a Math Talk Community: An overview of my research papers describing effective and nurturing ways to teach and learn in math classrooms. Published on karenfusonmath.com. 2022 TL Short Click Here
Fuson, K. C. (2020). The best multidigit computation methods: A cross-cultural cognitive, mathematical, and empirical analysis. Universal Journal of Educational Research, 8(4): 1299-1314, 2020 DOI: 10.13189/ujer.2020.080421 2020 TL, MpDv, MD Long Click Here
Fuson, K. C. (2019). Overcoming errors in fraction computation by emphasizing unit fractions, length drawings, and student explanations. Universal Journal of Educational Research, 7(8): 1663-1678, 2019 DOI: 10.13189/ujer.2019.070805 2019 FRP, TL Long Click Here
Clements, D. H., Fuson, K. C., & Sarama, J. (2019). Critiques of the Common Core in early math: A research based response. Journal for Research in Mathematics Education, 50 (1), 11-22. 2019 CC, SD, MD, MpDv Long Click Here
Fuson, K. C. (2019). Relating math words, visual images, and math symbols for understanding and competence. International Journal of Disability, Development and Education, 66 (Special Issue 2 on Mathematics education research in the field of Down syndrome: Latest developments and emerging trends.), 119-132. https://doi.org/10.1080/1034912X.2018.1535109 Published online October 27, 2018 2019 CC, SD, MD Short Click Here
Fuson, K. C. (2018) Building on Howe’s three pillars in kindergarten to grade 6 classrooms. In Y. Li, W. J. Lewis, & J. J. Madden (Eds.), Mathematics Matters in Education (185-207). Switzerland: Springer International Publishing AG. 2018 SD, MD Long Click Here
Fuson, K.C. (2017, April). Kindergarten and grade 1 children living in poverty can learn the CCSS NBT concepts. Presented at the Annual Conference of the National Council of Supervisors of Mathematics, San Antonio, TX. 2017 CC, AS, SD Long Click Here
Clements, D. H., Fuson, K. C., & Sarama, J. (2017). The research-based balance in early childhood mathematics: A response to Common Core criticisms. Early Childhood Research Quarterly, 40, 150–162. 2017 TL Long Click Here
Clements, D. H., Fuson, K. C., & Sarama, J. (2017). What is developmentally appropriate teaching? Teaching Children Mathematics, 24, No.3 (Nov/Dec), 178-188. 2017 SD, TL, CC Short Click Here
Fuson, K.C. & Smith, S. (2016, April). Children Living in Poverty Can Solve CCSS OA Word Problems. Presented at the Annual Conference of the National Council of Teachers of Mathematics, San Francisco, CA. 2016 CC, AS, SD Long Click Here
Izsak, A., Tellema, E., & Tun-Pekkan, Z. (2016). Partitioning and iterating when teaching and learning fraction addition on number lines. In E. A. Silver & P. A. Kenney (Eds.), More lessons learned from research: Volume 2: Useful and usable research related to core mathematical practices (pp. 199-205). Reston, VA: NCTM. 2016 FRP Short Click Here
Murata, A. & Fuson, K. C. (2016). Class learning zone and class learning paths: Responsive teaching in first-grade mathematics. In E. A. Silver & P. A. Kenney (Eds.), More lessons learned from research: Volume 2: Useful and usable research related to core mathematical practices (pp. 70-91). Reston, VA: NCTM. 2016 TL, SD Short Click Here
Sherin, B. Fuson, K. C. (2016). Multiplication and division methods in the context of the Common Core State Standards. In E. A. Silver & P. A. Kenney (Eds.), More lessons learned from research: Volume 2: Useful and usable research related to core mathematical practices (pp. 101-108). Reston, VA: NCTM. 2016 MpDv Short Click Here
Fuson, K. C., Murata, A., Abrahamson, D. (2015). Using learning path research to balance mathematics education: Teaching/learning for understanding and fluency. In R. Cohen Kadosh & A. Dowker (Eds.), Oxford Handbook of Numerical Cognition (pp. 1020-1038). Oxford, England: Oxford University Press. [Also appears online in Oxford Handbooks Online, July, 2014. DOI: 10.1093/oxfordhb/9780199642342.013.003 2015 TL, SD, MD, FRP Long Click Here
Fuson, K.C., Clements, D.H., & Sarama, J. (2015). Making early math education work for all children. Phi Delta Kappan, 97 (3 November), 63-68. Doi:10.1177/0031721715614831 2015 CC Short Click Here
Hufferd-Ackles, K., Fuson, K. C., & Sherin, M. G. (2015). Describing levels and components of a Math-Talk Learning Community. In E. A. Silver & P. A. Kenney (Eds.), More lessons learned from research: Volume 1: Useful and usable research related to core mathematical practices (pp. 125-134). Reston, VA: NCTM. 2015 TL Short Click Here
Fuson, K. C. (2014). CCSS Mathematical Practice 4: Model with mathematics. Colorado Mathematics Teacher, Spring, 10-21. 2014 TL Short Click Here
Fuson, K. C., & Li, Y. (2014). Learning paths and learning supports for conceptual addition and subtraction in the US Common Core State Standards and in the Chinese Standards. In Y. Li & G. Lappan (Eds.), Mathematics Curriculum in School Education (pp. 541-558). Dordrecht, Germany: Springer. 2014 SD, MD, OL Long Click Here
Fuson, K. (2012), The common core mathematics standards as supports for learning and teaching early and elementary school. In J. S. Carlson & J. R. Levin (Eds.), Instructional strategies for improving student learning: Focus on early math and reading (pp. 177-186). Vol. 3 in Psychological perspectives on contemporary educational issues. Charlotte, NC: Information Age Publishing. 2012 TL Short Click Here
Fuson, K. C. & Beckmann, S. (Fall/Winter, 2012-2013). Standard algorithms in the Common Core State Standards. National Council of Supervisors of Mathematics Journal of Mathematics Education Leadership, 14 (2), 14-30. Also at NCSMJournal_ST_Algorithms_ 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. 2002 FRP Short Click Here
Fuson, K. C. & Kalchman, M. (2002, April). Bridging the addition-multiplication learning gap: Teaching studies in four multiplicative domains. Symposium presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA. 2002 MpDv, FRP Short Click Here
Fuson, K. C., Smith, S. T., & Lo Cicero, A. (2002). Supporting Latino first graders' ten-structured thinking in urban classrooms. In J. Sowder & B. Schapelle (Eds.), Lessons Learned from Research (pp. 155-162). Reston, VA: NCTM. 2002 MD, OL Short Click Here
Fuson, K. and Kalchman, M. (2002). A length model of fractions puts multiplication of fractions in the learning zone of fifth graders. In D. L. Haury (Ed.). 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. 2002 FRP Short Click Here
Butterworth. S. & Lo Cicero, A. M. (2001). Storytelling: Building a mathematics curriculum from the culture of the child. Teaching Children Mathematics, 7 (7), pp. 396-399. 2001 TL, SD Short Click Here
Fuson, K. C., Grandau, L., & Sugiyama, P. (2001). Achievable numerical understandings for all young children. Teaching Children Mathematics, 7(9), 522-526. 2001 CC Short Click Here
Izsak, A. (2001). Learning multi-digit multiplication by modeling rectangles. In R. Speiser, C. Maher, & C. Walter (Eds., 2001), Proceedings of the 23rd Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Vol. 1 (pp. 187_194). Columbus, OH: ERIC Clearinghouse for Science, Mathematics, and Environmental Education. 2001 MpDv Short Click Here
Kalchman, M. & Fuson, K. (2001). Conceptual understanding of functions: A tale of two schemas. In R. Speiser, C. S. Maher, & C. Walter (Eds., 2001), Proceedings of the Twenty-Third Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Vol. 1 (pp. 195-205). Columbus, OH: ERIC Clearinghouse for Science, Mathematics, and Environmental Education. 2001 MpDv Short Click Here
Murata, A. & Fuson, K. (2001). Learning paths to 5- and 10-structured understanding of quantity: Addition and subtraction solution strategies of Japanese children. In R. Speiser, C. S. Maher, & C. Walter (Eds.), Proceedings of the Twenty-Third Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Vol. 2 (pp. 639-646). Columbus, OH: ERIC Clearinghouse for Science, 2001 SD, OL Short Click Here
Fuson, K. C. & Lo Cicero, A. M. (2000). El Mercado in Latino primary math classrooms. In M. L. Fernandez (Ed.), Proceedings of the Twenty-Second Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Vol. 2 (p. 453). Columbus, OH: ERIC Clearinghouse for Science, Mathematics, and Environmental Education. 2000 TL Short Click Here
Fuson, K. C., De La Cruz, Y., Smith, S., Lo Cicero, A., Hudson, K., Ron, P., & Steeby, R. (2000). Blending the best of the 20th century to achieve a Mathematics Equity Pedagogy in the 21st century. In M. J. Burke & F. R. Curcio (Eds.), Learning mathematics for a new century (pp. 197-212). Reston, VA: NCTM. 2000 TL Short Click Here
Izsak, A. & Fuson, K. C. (2000). Students' understanding and use of multiple representations while learning two-digit multiplication. In M. L. Fernandez (Ed.), Proceedings of the Twenty-Second Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Vol. 2 (pp. 714-721). Columbus, OH: ERIC Clearinghouse for Science, Mathematics, and Environmental 2000 MpDv Short Click Here
Lee, Hf. (2000). Supports for learning multi-digit addition and subtraction: A study of Taiwanese second-grade low-math achievers. In M. L. Fernandez (Ed.), Proceedings of the Twenty-Second Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Vol. 2 (pp. 723-728). Columbus, OH: ERIC Clearinghouse for Science, Mathematics, and Environmental Education. 2000 MD, OL Short Click Here
De La Cruz, Y. (1999). Reversing the trend: Latino families in real partnerships with schools. Teaching Children Mathematics, 5 (5), pp. 296-300. 1999 TL Short Click Here
Lo Cicero, A., De La Cruz, Y., Fuson, K. C. (1999). Teaching and learning creatively with the Children's Math Worlds Curriculum: Using children's narratives and explanations to co-create understandings. Teaching Children Mathematics, 5 (9), 544-547. 1999 SD, TL, OL Short Click Here
Ron, Pilar (1999). Spanish-English language issues in the mathematics classroom. In L. Ortiz-Franco, N. G. Hernandez, & Y. De La Cruz (Ed.) Changing the Faces of Mathematics: Perspectives on Latinos(pp. 23-33). Reston, Va.: National Council of Teachers of Mathematics. 1999 TL, SD, OL Short Click Here
Fuson, K. C. (1998). Pedagogical, mathematical, and real-world conceptual-support nets: A model for building children's mathematical domain knowledge. Mathematical Cognition, 4(2), 147-186. 1998 MD Long Click Here
Fuson, K. C., Sherin, B., & Smith, S. T. (1998). A Vygotskiian action-research model for developing and assessing conceptual models and instructional materials inter-actively. In S. Berenson, K. Dawkins, M. Blanton, W. Coulombe, J. Kolb, K. Norwood, & L. Stiff (Eds.), Proceedings of the Twentieth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Vol. 2 (pp. 541-548). 1998 TL Short Click Here
Ho, C. S., & Fuson, K. C. (1998). Effects of language characteristics on children's knowledge of teens quantities as tens and ones: Comparisons of Chinese, British, and American kindergartners. Journal of Educational Psychology, 90, 536-544. 1998 OL, CC Long Click Here
Ron, M. P. (1998). My parent taught me this way: The European/Latino multidigit subtraction algorithm and confusions with a U.S. algorithm. In L. J. Morrow & M. J Kenney (Eds.). The teaching and learning of algorithms in school mathematics. (pp.115-119) Reston, VA: The National Council of Teachers of Mathematics. 1998 OL, MD Short Click Here
Fuson, K. C., & Burghardt, B. H. (1997). Group case studies of second graders inventing multidigit subtraction methods. In J. A. Dossey, J. O. Swafford, M. Parmantie, & A.E. Dossey (Eds.), Proceedings of the 19th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, 1, (pp. 291-298). Columbus, OH: ERIC Clearinghouse for Science, Mathematics, and Environmental 1997 MD Short Click Here
Fuson, K. C., & Smith, S. T. (1997). Supporting multiple 2-digit conceptual structures and calculation methods in the classroom: Issues of conceptual supports, instructional design, and language. In M. Beishuizen, K. P. E. Gravemeijer, & E. C. D. M. van Lieshout (Eds.), The role of contexts and models in the development of mathematical strategies and procedures (163-198). Utretch, The Netherlands: CD-B Press/The Freudenthal 1997 MD Long Click Here
Fuson, K. C., Lo Cicero, A., Hudson, K., & Smith, S. T. (1997). Snapshots across two years in the life of an urban Latino classroom. In Hiebert, J., Carpenter, T., Fennema, E., Fuson, K. C., Wearne, D., Murray, H., Olivier, A., Human, P., Making sense: Teaching and learning mathematics with understanding (pp. 129-159). Portsmouth, NH: Hienemann. 1997 TL, SD, MD Short Click Here
Fuson, K. C., Smith, S. T., & Lo Cicero, A. (1997). Supporting Latino first graders' ten-structured thinking in urban classrooms. Journal for Research in Mathematics Education, 28, 738-766. 1997 MD Long Click Here
Fuson, K. C., Wearne, D., Hiebert, J., Human, P., Murray, H., Olivier, A., Carpenter, T., & Fennema, E. (1997). Children's conceptual structures for multidigit numbers at work in addition and subtraction. Journal for Research in Mathematics Education, 28, 130-162. 1997 MD Long Click Here
Fuson, K. C., Carroll, W. M., & Landis, J. (1996). Levels in conceptualizing and solving addition/subtraction compare word problems. Cognition and Instruction, 14(3), 345-371. 1996 SD Long Click Here
Hiebert, J., Carpenter, T. P., Fennema, E., Fuson, K., Human, P., Murray, H., Olivier, A., & Wearne, D. (1996). Problem solving as a basis for reform in curriculum and instructions: The case of mathematics. Educational Researcher, Vol. 25, No. 4., pp. 12-21. 1996 TL Short Click Here
Fuson, K. C., & Smith, S. T. (1995). Complexities in learning two-digit subtraction: A case study of tutored learning. Mathematical Cognition, 1, 165-213. 1995 MD Long Click Here
Fuson, K. C., Zecker, L. B., Lo Cicero, A. M., Ron, P. (1995, April). El Mercado in Latino primary classrooms: A fruitful narrative theme for the development of children's conceptual mathematics. Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco, CA. 1995 MD Long Click Here
Fuson, K. C., Perry, T., & Kwon, Y. (1994). Latino, Anglo, and Korean children's finger addition methods. In J. E. H. van Luit (Ed.), Research on learning and instruction of mathematics in kindergarten and primary school, pp. 220-228. Doetinchem/Rapallo: Graviant. 1994 OL, SD Short Click Here
Fuson, K. C., & Burghardt, B. H. (1993). Group case studies of second graders inventing multidigit addition procedures for base-ten blocks and written marks. In J. R. Becker & B. J. Pence (Eds., 1993), Proceedings of the Fifteenth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 240-246). The Center for Mathematics and Computer Science Education, San Jose State 1993 MD Short Click Here
Fuson, K. C. & Fuson, A. M. (1992). Instruction to support children's counting on for addition and counting up for subtraction. Journal for Research in Mathematics Education, 23, 72-78. 1992 SD Long Click Here
Fuson, K. C. & Kwon, Y. (1992). Korean children's single-digit addition and subtraction: Numbers structured by ten. Journal for Research in Mathematics Education, 23. 148-165. 1992 SD, OL Long Click Here
Fuson, K. C. & Kwon, Y. (1992). Korean children's understanding of multidigit addition and subtraction. Child Development, 63, 491-506. 1992 MD, OL Long Click Here
Fuson, K. C. & Kwon, Y. (1992). Learning addition and subtraction: Effects of number words and other cultural tools. In J. Bideaud & C. Meljac (Eds.), Pathways to number (283-306). Hillsdale, NJ: Lawrence Erlbaum Associates. [This is a book of invited chapters celebrating the fiftieth anniversary of the publication of Piaget's book on number. Published in French in Les chemins du nombre (pp. 351-374). Villeneuve d'Ascq, France: 1992 OL, SD, MD Short Click Here
Fuson, K. C. (1992). Relationships between counting and cardinality from age 2 to age 8. In J. Bideaud, J. P. Fischer, & C. Meljac (Eds), Pathways to number (pp. 127-149). Hillsdale, NJ: Lawrence Erlbaum Associates. [This is a book of invited chapters celebrating the fiftieth anniversary of the publication of Piaget's book on number. Published in French in Les chemins du nombre (pp. 159-179). Villeneuve d'Ascq, France: Presses Universitaires 1992 CC Short Click Here
Fuson, K. C., Fraivillig, J. L., & Burghardt, B. H. (1992). Relationships children construct among English number words, multiunit base-ten blocks, and written multidigit addition. In J. Campbell (Ed.), Advances in psychology: The nature and origins of mathematical skills (39-112). North Holland, Elsevier Science. 1992 MD Long Click Here
Fuson, K. C. & Kwon, Y. (1991). Chinese-based regular and European irregular systems of number words: The disadvantages for English-speaking children. In K. Durkin & B. Shire (Eds.), Language and mathematical education (pp. 211-226). Milton Keynes, GB: Open University Press. 1991 OL Short Click Here
Fuson, K. C. (1991). Children's early counting: Saying the number-word sequence, counting objects, and understanding cardinality. In K. Durkin & B. Shire (Eds.), Language and mathematical education (pp. 27-39). Milton Keynes, GB: Open University Press. 1991 CC Short Click Here
Fuson, K. C. (1990). Conceptual structures for multiunit numbers: Implications for learning and teaching multidigit addition, subtraction, and place value. Cognition and Instruction, 7, 343-403. 1990 MD Long Click Here
Fuson, K. C. (1990). Issues in place-value and multidigit addition and subtraction learning. Journal for Research in Mathematics Education, 21, 273-280. 1990 MD Long Click Here
Fuson, K. C., & Briars, D. J. (1990). Base-ten blocks as a first- and second-grade learning/teaching approach for multidigit addition and subtraction and place-value concepts. Journal for Research in Mathematics Education, 21, 180-206. 1990 MD Long Click Here
Fuson, K. C. (1988). Children's counting and concepts of number. New York: Springer-Verlag. [Chapter 11: An overview of changes in children's number word concepts from age 2 through 8] 1988 CC, SD Long Click Here
Fuson, K. C. (1988). Children's counting and concepts of number. New York: Springer-Verlag. [Table of Contents and Chapter 1: Introduction and overview of different uses of number words] 1988 CC, SD Long Click Here
Fuson, K. C., & Willis, G. B. (1988). Subtracting by counting up: More evidence. Journal for Research in Mathematics Education, 19, 402-420. 1988 SD Long Click Here
Fuson, K. C., Stigler, J., Bartsch, K. (1988). Grade placement of addition and subtraction topics in China, Japan, the Soviet Union, Taiwan, and the United States. Journal for Research in Mathematics Education, 19, 449-458. 1988 OL, SD, MD Long Click Here
Fuson, K. C. (1986). Teaching children to subtract by counting up. Journal for Research in Mathematics Education, 17, 172-189. This paper was chosen as the best research article of 1986 by the Research Advisory Council of the National Council of Teachers of Mathematics. 1986 SD Long Click Here
Stigler, J., Fuson, K. C., Ham, M., & Kim, M. S. (1986). An analysis of addition and subtraction word problems in Soviet and American elementary textbooks. Cognition and Instruction, 3, 153-171. 1986 SD Long Click Here
Fuson, K. C. (1984). More complexities in subtraction. Journal for Research in Mathematics Education, 15, 214-225. 1984 SD Long Click Here
Fuson, K. C., Richards, J., & Briars, D. J. (1982). The acquisition and elaboration of the number word sequence. In C. Brainerd (Ed.), Progress in cognitive development: children's logical and mathematical cognition, Vol. 1 (pp. 33-92). New York: Springer-Verlag. 1982 SD Long Click Here