Kamii, C., &
Rummelsburg, J. (2008). Arithmetic for first graders lacking number concepts.
Kamii, C., Rummelsburg,
J., & Kari, A. (2005). Teaching arithmetic to low-performing, low-SES first
graders.
Ozaki,
K., Yamamoto, N., & Kamii, C. (2008). What do children learn by trying to
produce the domino effect?
Kamii, C., Miyakawa,
Y., & Kato, Y. (2004). The development of logico-mathematical knowledge in
a block-building activity at ages 1-4.
Kamii, C., and Nagahiro, M. (2008). The educational value of Tic-Tac-Toe for Four-to-Six-Year-Olds. Kato, Y., Honda, M.,
& Kamii, C. (2006). Kindergartners play Lining Up the Fives: A card game to
encourage logico-mathematical thinking. Kamii, C. (2003).
Modifying a board game to foster kindergartners' logico-mathematical thinking.
Kamii, C., &
Lewis, B. A. (2003). Single-digit subtraction with fluency.
Kamii, C., Lewis, B.
A., & Kirkland, L. D. (2001). Fluency in subtraction compared with
addition.
Kamii, C., &
Lewis, B. A. (1990). Constructivism and first-grade arithmetic.
Kamii, C., &
Dominick, A. (1998). The harmful effects of algorithms in grades 1-4. In L. J. Morrow & M. J. Kenney
(Eds.),
Kamii, C., &
Joseph, L. (1988). Teaching place
value and double-column addition.
Kamii, C., Lewis, B.
A., & Livingston, S. J. (1993).
Primary arithmetic: Children inventing their own procedures.
Clark, F. B., &
Kamii, C. (1996). Identification of multiplicative
thinking in children in grades 1-5.
Kamii, C., &
Anderson, C. (2003). Multiplication games: How we made them and used them.
Kamii, C.; Pritchett,
M.; & Nelson, K. (1997). 52 x 8: The importance of children's initiative.
Kamii, C. (2006).
Measurement of length: How can we teach it better?
Kamii, C., &
Clark, F. (1997). Measurement of
length: The need for a better
approach to teaching.
Reece, C. S., &
Kamii, C. (2001). The measurement of volume: Why do young children measure
inaccurately?
Kamii, C., & Long,
K. (2003). The measurement of time: Transitivity, unit iteration, and
conservation of speed. In Clements, D. H., and G. Bright (Eds.),
Long, K., & Kamii,
C. (2001). The measurement of time: Children's construction of transitivity,
unit iteration, and conservation of speed.
Kamii, C., & Kysh,
J. (2006). The difficulty of "length x width": Is a square the unit
of measurement?
Kamii, C., &
Warrington, M. A. (1999). Teaching fractions: Fostering children's own
reasoning. In Stiff, L. V., & F. R. Curcio (Eds.),
Warrington, M.A.,
& Kamii, C. (1998). Multiplication with fractions: A Piagetian,
constructivist approach. Kamii, C., &
Warrington, M. A. (1995). Division
with fractions: A Piagetian,
constructivist approach.
Kamii, C., Clark, F.
B. (1995). Equivalent
fractions: Their difficulty and
educational implications.
Kato, Y.; Kamii, C.;
Ozaki, K.; & Nagahiro, M. (2002). Young children's representations of
groups of objects: The relationship between abstraction and representation.
Kamii, C., Lewis, B.
A., & Booker, B. M. (1998). Instead of teaching missing addends
Kamii, C., Lewis, B.
A., & Kirkland, L. D. (2001). Manipulatives: When are they useful?
Chandler, C., &
Kamii, C. (2009). Giving change when payment is made with a dime: The
difficulty of tens and ones. Williams, C., &
Kamii, C. (1986). How do children
learn by handling objects?
Kamii, C., Pritchett,
M., & Nelson, K. (1996).
Fourth graders invent ways of computing averages. |