Selected
Publications by Constance Kamii
Kamii, C., &
Russell, K. A. (2010). The older of two trees: Children’s development of
operational time. Journal for Research in Mathematics Education, 41(1), 6-13.
Kamii, C., & Dominick, A. (2009). The harmful effects of
“carrying” and “borrowing.” An article written for this website. [Available
under “Articles Available for Downloading”]
Kamii, C. (2009). Jean
Piaget. In E. Anderman (Ed.), The
psychology of classroom learning: An encyclopedia (pp. 690-692). Detroit:
Macmillan Reference USA.
Chandler, C., &
Kamii, C. (2009). Giving change when payment is made with a dime: The
difficulty of tens and ones. Journal for
Research in Mathematics Education, 40, 97-118. [Accompanying videotape
available on this website under “Videos Related to Math Education”]
Kamii, C., & Rummelsburg, J. (2008). Arithmetic for first graders lacking number concepts. Teaching Children Mathematics, 14(7), 389-394.
Ozaki, K., Yamamoto, N., & Kamii, C. (2008).
What do children learn by trying to produce the Domino effect? Young Children, 63(5), 58-64. [available under “Articles Available for Downloading"]
Kamii, C., and Nagahiro, M. (2008). The educational
value of Tic-Tac-Toe for Four-to-Six-Year-Olds. Teaching Children
Mathematics 14(9), 523-527.
Kamii, C., & Kato, Y. (Eds.). (2007). Piaget’s constructivism and early childhood
education: I. Physical-knolwedge activities (in Japanese). Okayama City,
Japan: Daigaku Kyoiku.
Kamii, C., Miyakawa, Y., & Kato, T.
(2007). Trying to make a lever work at ages 1-4: The development of functions
(logico-mathematical thinking). Early Education and Development, 18(1),
145-161.
Kamii, C., & Kato, Y. (2006). Play and mathematics at ages one to ten. In D. P. Fromberg & D. Bergen (Eds.), Play from Birth to Twelve (2nd ed.) (pp. 187-198). New York: Taylor and Francis Group.
Manning, M., Kamii, C., & Kato, T. (2006). DIBELS: Not justifiable. In K. Goodman (Ed.), Examining DIBELS: What it is and what it does (pp. 71-78). Portsmouth, NH: Heinemann.
Kato, Y., Honda, M., & Kamii, C.
(2006). Kindergartners play Lining Up the Fives: A card game to encourage
logico-mathematical thinking. Young Children, 61(4),
82-88. [available under “Articles
Available for Downloading"]
Kamii, C., & Kysh, J. (2006). The
difficulty of "length x width": Is a square the unit of measurement? Journal
of Mathematical Behavior, 25, 105-115. [available from amazon.com]
Kamii, C. (2006). Measurement of length: How can we teach it better? Teaching Children Mathematics, 13(3), 154-158.
Kamii, C., & Kato, Y. (2005).
Fostering the development of logico-mathematical thinking in a card game at
ages 5-6. Early Education and Development, 16(3), 367-383.
Kamii, C., & Manning, M. (2005). Dynamic
Indicators of Basic Early Literacy Skills (DIBELS): A tool for evaluating
student learning? Journal of Research in Childhood Education, 20(2), 75-90.
[available from amazon.com]
Kamii, C., Rummelsburg, J., & Kari,
A. (2005). Teaching arithmetic to low-performing, low-SES first graders. Journal
of Mathematical Behavior, 24(1), 39-50. [available from amazon.com]
Miyakawa, Y., Kamii, C., &
Nagahiro, M. (2005) The development of logico-mathematical thinking at ages 1-3
in play with blocks and an incline. Journal of Research in Childhood
Education, 19(4), 292-301. [available from amazon.com]
Kamii, C., Miyakawa, Y., & Kato, Y.
(2004). The development of logico-mathematical knowledge in a block-building
activity at ages 1-4. Journal of Research in Childhood Education, 19(1),
44-57. [available from amazon.com]
Kamii, C., with Joseph, L. (2004). Young
children continue to reinvent arithmetic, 2nd grade (2nd ed.). New York:
Teachers College Press. [available from amazon.com]
Translated into Portuguese and published
by ArtMed in Porto Alegre, Brazil, 2005.
Being
translated into Spanish by Machado Libros of Madrid.
Kamii, C., & Lewis, B. A. (2003). Single-digit
subtraction with fluency. Teaching Children Mathematics, 10(4),
230-236.
Kamii, C. (2003). Modifying a board
game to foster kindergartners' logico-mathematical thinking. Young Children,
58(5), 20-26. [available under “Articles
Available for Downloading ”]
Kamii, C., & Anderson, C. (2003).
Multiplication games: How we made them and used them. Teaching Children
Mathematics, 10(3), 135-141.
Kamii, C., & Long, K. (2003). The
measurement of time: Transitivity, unit iteration, and conservation of speed.
In D. H. Clements & G. Bright (Eds.), Learning and teaching measurement:
2003 NCTM Yearbook (pp. 169-180). Reston, VA: National Council of
Teachers of Mathematics.
Kamii, C., & Manning, M. (2002). Phonemic
awareness and beginning reading and writing. Journal of Research in
Childhood Education, 17(1), 38-46. [available from amazon.com]
Kato, Y., Kamii, C., Ozaki, K., & Nagahiro,
M. (2002). Young children's representations of groups of objects: The
relationship between abstraction and representation. Journal for Research in
Mathematics Education, 33, 30-45.
Reece, C. S., & Kamii, C. (2001).
The measurement of volume: Why do young children measure inaccurately? School
Science and Mathematics, 101, 356-361. [available from amazon.com]
Kamii, C., Kirkland, L., & Lewis,
B. A. (2001). Representation and abstraction in young children's numerical
reasoning. In A. A. Cuoco & F. R. Curcio (Eds.), The roles of
representation in school mathematics: 2001 NCTM yearbook (pp.
24-34). Reston, VA: National Council of Teachers of Mathematics.
Kamii, C., Lewis, B. A., &
Kirkland, L. D. (2001). Manipulatives: When are they useful? Journal of
Mathematical Behavior, 20, 21-31.
Kamii, C., Lewis, B. A., &
Kirkland, L. D. (2001). Fluency in subtraction compared with addition. Journal
of Mathematical Behavior, 20, 33-42.
Long, K., & Kamii, C. (2001). The
measurement of time: Children's construction of transitivity, unit iteration,
and conservation of speed. School Science and Mathematics, 10(3), 1-8. [available
from amazon.com]
Kamii, C., Long, R., & Manning, M.
(2001). Kindergartners' development toward "invented" spelling and a glottographic
theory. Linguistics and Education, 12, 195-210.
Manning, M., & Kamii, C. (2000).
Whole language vs. isolated phonics instruction: A longitudinal study in
kindergarten with reading and writing tasks. Journal of Research in
Childhood Education, 15, 53-65. [available from amazon.com]
Kamii, C., with Housman, L.
(2000). Young children reinvent arithmetic (2nd ed.). New
York: Teachers College Press. [available from amazon.com]
Translated into Chinese and published
by Kuang Yu in Taipei, 2001.
Translated into Portuguese and published
by ArtMed in Porto Alegre, Brazil, 2002.
Being translated into Spanish by Machado
Libros of Madrid.
Kamii, C., & Clark, F.B. (2000).
First graders dividing 62 by 5: A teacher uses Piaget's theory
(videotape). New York: Teachers College Press. [available from amazon.com]
Kamii, C., & Manning, M. (1999). Before
"invented" spelling: Kindergartners' awareness that writing is
related to the sounds of speech. Journal of Research in Childhood Education,
14, 16-25. [available from amazon.com]
Kamii, C., & Warrington, M. A.
(1999). Teaching fractions: Fostering children's own reasoning. In L. V. Stiff
& F. R. Curcio (Eds.), Developing mathematical reasoning in grades K-12:
1999 NCTM yearbook (pp. 82-92). Reston, VA: National Council
of Teachers of Mathematics.
Kamii, C., & Dominick, A. (1998). The
harmful effects of algorithms in grades 1-4. In L. J. Morrow & M. J.
Kenney (Eds.), The teaching and learning of algorithms in school
mathematics: 1998 NCTM yearbook (pp. 130-140). Reston,
VA: National Council of Teachers of Mathematics.
Kamii, C., Lewis, B. A., & Booker,
B. M. (1998). Instead of teaching missing addends. Teaching Children
Mathematics, 4, 458-461.
Warrington, M. A., & Kamii, C.
(1998). Multiplication with fractions: A Piagetian, constructivist approach. Mathematics
Teaching in the Middle School, 3, 339-343.
Kamii, C., & Dominick, A. (1997). To teach
or not to teach algorithms. Journal of Mathematical Behavior, 16(1), 51-61.
Kamii, C. (1997). The role of a
scientific theory of knowledge in education. Journal of Early Childhood
Teacher Education, 18(2), 5-11.
Kamii, C., & Clark, F.
(1997). Measurement of length: The need for a better approach to
teaching. School Science and Mathematics, 97, 116-121.
Clark, F. B., & Kamii, C. (1996).
Identification of multiplicative thinking in children in grades 1-5. Journal
for Research in Mathematics Education, 27, 41-51.
Kamii, C., Pritchett, M., & Nelson,
K. (1996). Fourth graders invent ways of computing averages. Teaching
Children Mathematics, 3, 78-82.
Kamii, C., Clark, F. B. (1995). Equivalent fractions: Their difficulty and educational implications. The Journal of Mathematical Behavior, 14, 365-378.
Manning, M., Manning, G., Long, R.,
& Kamii, C. (1995). Development of kindergartners' ideas about what is
written in a written sentence. Journal of Research in Childhood Education,
18, 29-36.
Kamii, C., Clark, F. B., &
Dominick, A. (1995). Are violence-prevention curricula the answer? Dimensions
of Early Childhood, 23(3), 10-13.
Kamii, C., with Livinston, S. J.
(1994). Young children continue to reinvent arithmetic, 3rd grade.
New York: Teachers College Press. [available from amazon.com]
Translated into Portuguese and published
by Papirus in Campinas, Brazil, 1995.
Translated into Spanish as
Translated into Chinese and published by Kuang Yu
in Taipei, 2001.
Kamii, C., Clark, F. B., &
Dominick, A. (1994). The six national goals: A road to disappointment. Phi
Delta Kappan, 75, 672-677. [available under “Articles
Available for Downloading”]
Kamii, C., Lewis, B. A., &
Livingston, S. J. (1993). Primary arithmetic: Children inventing their
own procedures. Arithmetic Teacher, 41(4), 200-203.
Manning, M., Manning, G., Long, R.,
& Kamii, C. (1993). Preschoolers' conjectures about segments of a written
sentence. Journal of Research in Childhood Education, 8, 5-11.
Kamii, C., & DeVries, R. (1993). Physical knowledge in preschool education.
New York: Teachers College Press. (Original work published 1978)
Translated
into Japanese and published by Fubaisha (Nagoya), 1985.
Translated into Spanish and published by Siglo XXI de España (Madrid), 1983.
Translated
into Portuguese and published by Artes Medicas Sul (Porto Alegre, Brazil),
1986.
Translated
into Korean and published by Chang-ji Publishing (Seoul), 1990.
Translated
into Chinese and published by Kuang Yu Cultural Enterprise (Taipei), 1999.
Kamii, C., Manning, M., & Manning,
G. (Eds.). (1991). Early literacy: A constructivist foundation for whole
language. Washington, DC: National Education Association.
Kamii, C., & Lewis, B. A. (1990). Constructivism
and first-grade arithmetic. Arithmetic Teacher, 38(1), 36-37.
Kamii, C., Long, R., Manning, M., &
Manning, G. (1990). Spelling in kindergarten: A constructivist analysis
comparing Spanish-speaking and English-speaking children. Journal of
Research in Childhood Education, 4, 91-97.
Kamii, C. (1990). Constructivism
and beginning arithmetic (K-2). In T. J. Cooney (Ed.), Teaching and
learning mathematics in the 1990s: 1990 NCTM yearbook (pp. 22-30). Reston,
VA: National Council of Teachers of Mathematics.
Kamii, C. (1990). Multiplication of
two-digit numbers: Two teachers using Piaget's theory (videotape). New
York: Teachers College Press.
Kamii, C. (1990). Multidigit
division: Two teachers using Piaget's theory (videotape). New York:
Teachers College Press.
Kamii, C. (1989). Young
children continue to reinvent arithmetic, 2nd grade. New York:
Teachers College Press. [This book has been replaced by a 2nd edition published
in 2004.]
Translated into Spanish as Reinventando la
aritmética II and published by Machados Libros in Madrid, 1992.
[available from amazon.com]
Translated into Portuguese and published by Papirus
in Campinas, Brazil, 1993.
Translated into Chinese and published by Kuang Yu
in Taipei, 2001.
Kamii, C. (1989). Double-column
addition: A teacher uses Piaget's theory (videotape). New York:
Teachers College Press. [Available on this website under “Videos Related
to Math Education”]
Manning, M., Manning, G., & Kamii,
C. (1988). Early phonics instruction: Its effect on literacy development.
Young Children, 44(1), 4-8. Reprinted in G. Manning & M.
Manning (Eds.) (1989). Whole language: Beliefs and practices,
K-8. Washington, DC: National Education Association.
Reprinted in G. Manning & M. Manning (Eds.) (1989). Whole
language: Beliefs and practices, K-8. Washington, DC: National
Education Association.
Kamii, C., & Joseph, L. (1988).
Teaching place value and double-column addition. Arithmetic Teacher,
35(6), 48-52.
Translated into Spanish and published in Comunicación,
Lenguaje y Educación, 1990, 6, 27-35.
Kamii, C. (1987). Arithmetic:
Children's thinking or their writing of correct answers? Arithmetic
Teacher, 35(3), 2.Kamii, C. (1986). Place
value: An explanation of its difficulty and educational implications for
the primary grades. Journal of Research in Childhood Education,. 1,
75-86.
Kamii, C. (1986). Autonomy vs.
heteronomy (Comments on "Three preschool curriculum models: Academic
and social outcomes" by D. P. Weikart & L. J. Schweinhart). Principal,
66, 68-70.
Williams, C., & Kamii, C.
(1986). How do children learn by handling objects? Young
Children, 42, 23-26.
Kamii, C. (1985). Social
interaction and invented spelling. Language Arts. 62, 124-133.
Reprinted in G. Manning & M.
Manning (Eds.). (1989). Whole language; Beliefs and practices, K-8.
Washington, DC: National Education Association.
Manning, M., Manning, G., & Kamii,
C. (1985). When was 1864? Reading comprehension--Making it work.
Early Years, 15, 38-40.
Reprinted in G. Manning & M.
Manning (Eds.). (1989). Whole language; Beliefs and practices, K-8.
Washington, DC: National Education Association.
Willert, M. K., & Kamii, C.
(1985). Reading in kindergarten: Direct vs. indirect teaching. Young
Children, 40, 3-9.
Kamii, C., with DeClark, G.
(1985). Young children reinvent arithmetic. New York:
Teachers College Press.
Translated
into Spanish and published by Visor in Madrid, Spain, 1986.
Translated into Portuguese and published by Papirus in Campinas, Brazil,
1986.
Translated
into Japanese and published by Kitaohji Shobo in Kyoto, Japan, 1987.
Translated
(in part) into French and published by Peter Lang in Berne, Switzerland, 1990.
Translated
into Greek and published by Pataki Publishing Co. in Athens, Greece, 1994.
Kamii, C. (1984). Obedience is
not enough. Young Children, 39, 11-14.
Translated into Spanish and published in Limen (Buenos Aires), 1985, Año 13, 8-10.
Kamii, C. (1984). Autonomy: The
aim of education envisioned by Piaget. Phi Delta Kappan, 65, 410-415.
Kamii, C. (1982). Encouraging
thinking in mathematics. Phi Delta Kappan, 64, 247-251.
Kamii, C. (1982). La autonomia como
finalidad de la educación. Infancia y Aprendizaje, 18, 3-32.
Kamii, C. (1982). Number in
preschool and kindergarten. Washington, DC: National Association for the
Education of Young Children. [available from amazon.com ]
Translated into Japanese and published
by Child Honsha in Tokyo, 1982.
Translated into Spanish and published
by Machado Libros in Madrid, 1984.
Translated into Portuguese and published by Papirus
in Campinas, Brazil, 1984.
Translated into Korean and published by Kyobunsha
in Seoul, 1987.
Translated into Chinese and published by Wu-Nan
Book Co. in Taipei, 1999.
Kamii, C. (1981). Teachers' autonomy
and scientific training. Young Children, 36, 5-14.
Kamii, C., & DeVries, R.
(1980). Group games in early education: Implications of
Piaget's theory. Washington, DC: National Association for the
Education of Young Children. [Out of Print but available from amazon.com]
Translated into Japanese and published
by Kitaohji Shobo in Kyoto, 1984.
Translated into Spanish and published by Visor (Madrid), 1988.
Translated into Portuguese and published by Trajetoria
Cultural (São Paulo, Brazil), 1991.
Translated into Chinese and published by Kuang Yu
Cultural Enterprise in Taipei, 1999.
Piaget, J., avec C. Kamii, E. Dekkers
et S. Dayan (1978). Un problème de mouvements relatifs. In J. Piaget
et collaborateurs, Recherches sur la généralisation (pp.
137-149). Paris: Presses Universitaires de France.
Piaget, J., avec C. Kamii et S. Parrat-Dayan
(1974). Les contradictions dans les coordinations d'observables
(balance). In J. Piaget, Recherches sur la contradiction: 1/ Les
différentes formes de la contradiction (pp. 107-124). Paris: Presses Universitaires
de France.
Translated into English and published
in Piaget, J. (1981). Experiments in contradiction. Chicago:
University of Chicago Press.
Kamii, C., & Derman, L.
(1971). The Engelmann approach to teaching logical thinking:
Findings from the administration of some Piagetian tasks. In D. R. Green, M. P.
Ford, & G. B. Flamer (Eds.), Measurement and Piaget (pp.
127-146). New York: McGraw-Hill.
Kamii, C. K., & Radin, N. L.
(1967). Class differences in the socialization practices of Negro mothers.
Journal of Marriage and the Family, 29, 302-310.
Radin,
N., & Kamii, C. K. (1965). The child-rearing attitudes of
disadvantaged Negro mothers and some educational implications. Journal of
Negro Education, 34, 138-146.
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