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  • Author or Editor: Douglas H. Clements x
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Janka Szilágyi, Douglas H. Clements and Julie Sarama

This study investigated the development of length measurement ideas in students from prekindergarten through 2nd grade. The main purpose was to evaluate and elaborate the developmental progression, or levels of thinking, of a hypothesized learning trajectory for length measurement to ensure that the sequence of levels of thinking is consistent with observed behaviors of most young children. The findings generally validate the developmental progression, including the tasks and the mental actions on objects that define each level, with several elaborations of the levels of thinking and minor modifications of the levels themselves.

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Candace Joswick, Douglas H. Clements, Julie Sarama, Holland W. Banse and Crystal A. Day-Hess

Modify activities according to these principles and suggestions.

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Amanda L. Cullen, Cheryl L. Eames, Craig J. Cullen, Jeffrey E. Barrett, Julie Sarama, Douglas H. Clements and Douglas W. Van Dine

We examine the effects of 3 interventions designed to support Grades 2–5 children's growth in measuring rectangular regions in different ways. We employed the microgenetic method to observe and describe conceptual transitions and investigate how they may have been prompted by the interventions. We compared the interventions with respect to children's learning and then examined patterns in observable behaviors before and after transitions to more sophisticated levels of thinking according to a learning trajectory for area measurement. Our findings indicate that creating a complete record of the structure of the 2-dimensional array—by drawing organized rows and columns of equal-sized unit squares—best supported children in conceptualizing how units were built, organized, and coordinated, leading to improved performance.