Publications

Selected Publications by Constance Kamii 

Kamii, C. (2015). Physical-Knowledge Activities for the Development of Logico-Mathematical Knowledge. Ch. 9 of Research in Early Childhood Science Education, pp. 185-209, Kathy Cabe Trundle & Mesut Saçkes (Eds.). New York: Springer.

Kamii, C. (2015). Selected Standards from the Common Core State Standards for Mathematics, Grades K-3: My Reasons for Not Supporting Them.

Kamii, C. (2015). Play and Mathematics in Kindergarten. Ch. 21 of Play from Birth to Twelve: Contexts, Perspectives, and Meanings, 3rd ed., Doris Pronin Fromberg & Doris Bergen (Eds.), pp. 197-205. New York: Routledge.

Kamii, C. (2014). Direct Versus Indirect Teaching of Number Concepts for Ages 4 to 6: The Importance of Thinking. Young Children, 69(5):72-77.

Kamii, C. (2014). Physical-knowledge activities: Play before the differentiation of knowledge into subjects. Ch. 3 of Learning across the early childhood curriculum, Lynn E. Cohen & Sandra Waite-Stupiansky (Eds.), Advances in Early Education and Day Care, Vol. 17, pp. 57-72. United Kingdom: Emerald.

Russell, K. A., & Kamii, C. (2012). Children’s judgments of durations: A modified replication of Piaget’s study. School Science and Mathematics, 112(8), 476-482.

Kamii, C., & Russell, K. A. (2012). Elapsed time: Why is it so difficult to teach? Journal for Research in Mathematics Education, 43(3), 296-315.

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.

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.

Kamii, C., Rummelsburg, J., & Kari, A. (2005). Teaching arithmetic to low-performing, low-SES first graders. Journal of Mathematical Behavior, 24(1), 39-50.

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.

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.

Kamii, C., with Joseph, L. (2004). Young children continue to reinvent arithmetic, 2nd grade (2nd ed.). New York: Teachers College Press.

Translated into Portuguese and published by ArtMed in Porto Alegre, Brazil, 2005.

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.

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.

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.

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.

Kamii, C., with Housman, L. (2000).  Young children reinvent arithmetic (2nd ed.).  New York: Teachers College Press.

Translated into Chinese and published by Kuang Yu in Taipei, 2001.

Translated into Portuguese and published by ArtMed in Porto Alegre, Brazil, 2002.

Kamii, C., & Clark, F.B. (2000).  First graders dividing 62 by 5: A teacher uses Piaget's theory (videotape). New York: Teachers College Press.

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.

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.

Translated into Portuguese and published by Papirus in Campinas, Brazil, 1995.

Translated into Spanish as Reinventando la aritmética III  and published by Machado Libros in Madrid, 1995.

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.

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 andpractices, 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. [This book has been replaced by a 2nd edition published in 2000]

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.

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.

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.  

Retranslated into Portuguese and published by Artmed (Porto Alegre, Brazil), 2009.

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.