Modify activities according to these principles and suggestions.
Candace Joswick, email@example.com, is a research project director in the Marsico Institute for Early Learning and Literacy at the University of Denver, Colorado. She is currently involved with research projects related to learning progressions and learning trajectories and is interested in mathematical concept development, teaching and learning.
Douglas H. Clements, firstname.lastname@example.org, is the Kennedy Endowed Chair and Distinguished University Professor at the University of Denver. He has published on the learning and teaching of early mathematics; computer applications; creating, using, and evaluating research-based curricula; and taking interventions to scale.
Julie Sarama, email@example.com, Julie Sarama, Kennedy Endowed Chair and Distinguished University Professor, has taught high school mathematics, computer science, middle school gifted mathematics, and early childhood mathematics. She conducts research on young children's development of mathematical concepts and competencies, implementation and scale-up of educational reform, professional development models and their influence on student learning, and implementation and effects of software environments (including those she has created) in mathematics classrooms.
Holland Banse, Holland.firstname.lastname@example.org, is a postdoctoral research fellow at the Marsico Institute of Early Learning and James C. Kennedy Institute for Educational Success at the University of Denver's Morgridge College of Education. Her research foci include supporting English language learners, mathematics education, and the intersection between those two domains.
Crystal A. Day-Hess, email@example.com, is Assistant Director at the Marsico Institute for Early Learning and Literacy. She conducts early childhood research and professional development trainings across the country. She has extensive experience developing, coordinating, and conducting research in the early childhood field focusing on young children's cognitive, social, and emotional school readiness skills (e.g., self-regulation/executive function, play, achievement motivation, and caregiver sensitivity).