Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 1 |
| Since 2016 (last 10 years) | 6 |
| Since 2006 (last 20 years) | 10 |
Descriptor
Source
Author
Publication Type
| Journal Articles | 9 |
| Reports - Research | 7 |
| Reports - Descriptive | 3 |
| Information Analyses | 2 |
| Opinion Papers | 1 |
| Reports - Evaluative | 1 |
Education Level
| Early Childhood Education | 8 |
| Elementary Education | 6 |
| Preschool Education | 5 |
| Higher Education | 2 |
| Postsecondary Education | 2 |
| Grade 2 | 1 |
| Grade 3 | 1 |
| Kindergarten | 1 |
| Primary Education | 1 |
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkSarama, Julie; Clements, Douglas H.; Barrett, Jeffrey E.; Cullen, Craig J.; Hudyma, Aaron; Vanegas, Yuly – Mathematical Thinking and Learning: An International Journal, 2022
Measurement is a critical component of mathematics education, but research on the learning and teaching of measurement is limited. We previously introduced, refined, and validated a developmental progression -- the cognitive core of a learning trajectory -- for length measurement in the early years. A complete learning trajectory includes…
Descriptors: Mathematics Instruction, Teaching Methods, Learning Trajectories, Measurement
Download full textMcClure, Elisabeth R.; Guernsey, Lisa; Clements, Douglas H.; Bales, Susan Nall; Nichols, Jennifer; Kendall-Taylor, Nat; Levine, Michael H. – Joan Ganz Cooney Center at Sesame Workshop, 2017
Tomorrow's inventors and scientists are today's curious young children--as long as those children are given ample chances to explore and are guided by adults equipped to support them. "STEM Starts Early" is the culmination of a deep inquiry by the Joan Ganz Cooney Center at Sesame Workshop and New America embarked on an exploratory…
Descriptors: STEM Education, Early Childhood Education, Interviews, Teacher Educators
STEM Starts Early: Grounding Science, Technology, Engineering, and Math Education in Early Childhood
McClure, Elisabeth R.; Guernsey, Lisa; Clements, Douglas H.; Bales, Susan Nall; Nichols, Jennifer; Kendall-Taylor, Nat; Levine, Michael H. – Joan Ganz Cooney Center at Sesame Workshop, 2017
Tomorrow's inventors and scientists are today's curious young children--as long as those children are given ample chances to explore and are guided by adults equipped to support them. "STEM Starts Early" is the culmination of a deep inquiry by the Joan Ganz Cooney Center at Sesame Workshop and New America embarked on an exploratory…
Descriptors: STEM Education, Early Childhood Education, Interviews, Teacher Educators
Germeroth, Carrie; Bodrova, Elena; Day-Hess, Crystal; Barker, Jane; Sarama, Julie; Clements, Douglas H.; Layzer, Carolyn – American Journal of Play, 2019
The authors consider mature make-believe play a critical component of childhood that helps children develop new skills and learn to communicate. They argue that, although theoretical accounts of play have emphasized the importance of make-believe play for children to achieve social and academic competence, the absence of a reliable and valid…
Descriptors: Test Validity, Test Reliability, Measures (Individuals), Observation
Bailey, Drew H.; Nguyen, Tutrang; Jenkins, Jade Marcus; Domina, Thurston; Clements, Douglas H.; Sarama, Julie S. – Grantee Submission, 2016
A robust finding across research on early childhood educational interventions is that the treatment effect diminishes over time, with children not receiving the intervention eventually catching up to children who did. One popular explanation for fadeout of early mathematics interventions is that elementary school teachers may not teach the kind of…
Descriptors: Early Childhood Education, Early Intervention, At Risk Students, Elementary School Teachers
Bailey, Drew H.; Nguyen, Tutrang; Jenkins, Jade Marcus; Domina, Thurston; Clements, Douglas H.; Sarama, Julie S. – Developmental Psychology, 2016
A robust finding across research on early childhood educational interventions is that the treatment effect diminishes over time, with children not receiving the intervention eventually catching up to children who did. One popular explanation for fadeout of early mathematics interventions is that elementary school teachers may not teach the kind of…
Descriptors: Early Childhood Education, Early Intervention, At Risk Students, Elementary School Teachers
Barrett, Jeffrey E.; Sarama, Julie; Clements, Douglas H.; Cullen, Craig; McCool, Jenni; Witkowski-Rumsey, Chepina; Klanderman, David – Mathematical Thinking and Learning: An International Journal, 2012
We examined children's development of strategic and conceptual knowledge for linear measurement. We conducted teaching experiments with eight students in grades 2 and 3, based on our hypothetical learning trajectory for length to check its coherence and to strengthen the domain-specific model for learning and teaching. We checked the hierarchical…
Descriptors: Mathematics Education, Intervals, Grade 2, Child Development
Sarama, Julie; Clements, Douglas H. – American Journal of Play, 2009
The authors explore how children's play can support the development of the foundations of mathematics learning and how adults can support children's representation of--and thus the "mathematization" of--their play. The authors review research about the amount and nature of mathematics found in the free play of children. They briefly…
Descriptors: Play, Cognitive Development, Child Development, Mathematics Skills
Sarama, Julie; Clements, Douglas H. – Early Childhood Today, 2006
Mathematics and language both involve learning skills, but the letters and sounds of literacy seem distinct from the basic facts of mathematics. In this article, the author explains the connection between language and mathematics. She explains that mathematics and language are interconnected because when one discusses and debates about…
Descriptors: Mathematics Skills, Language Skills, Early Childhood Education, Child Development
Clements, Douglas H.; Wilson, David C.; Sarama, Julie – Mathematical Thinking and Learning: An International Journal, 2004
The purpose of this research is to chart the mathematical actions-on-objects young children use to compose geometric shapes. The ultimate goal is the creation of a hypothetical learning trajectory based on previous research, as well as instrumentation to assess levels of learning along the developmental progression underlying the trajectory. We…
Descriptors: Geometric Concepts, Young Children, Action Research, Cognitive Development
Clements, Douglas H.; Sarama, Julie – Educational Technology Review, 2003
Responds to a recent critical report on computers in childhood. Highlights include computers, children, and research; social and emotional development; types of software; motivation; social and cognitive interactions; cognitive development; creativity; language and literacy; writing and word processing; mathematics and reasoning; and science and…
Descriptors: Child Development, Children, Cognitive Development, Computer Assisted Instruction
Brown, Carmen S.; Sarama, Julie; Clements, Douglas H. – Teaching Children Mathematics, 2007
How learning about learning trajectories has helped a teacher develop goals and objectives for her preschool children's mathematical knowledge, identify children's developmental levels in specific mathematical topics, and chart paths for instruction that will guide their learning of mathematics. Participating in research encouraged her to develop…
Descriptors: Mathematics Education, Preschool Children, Preschool Teachers, Mathematics Instruction
Clements, Douglas H. – 1998
Although geometry and spatial reasoning are important as a way to interpret and reflect on the physical environment and also form the foundation for learning mathematics and other subjects, many early childhood and primary school teachers spend little time instructing their students in these areas. This paper examines how young children learn…
Descriptors: Age Differences, Child Development, Cognitive Development, Concept Formation
