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Douglas H. Clements

These books are the result of two impressive research programs in the area of early counting and number concepts, conducted by researchers who have dedicated a large number of years to this endeavor. Steffe and Cobb used a constructivist, case-study paradigm to investigate the development of ftrst and second graders' counting structures, including the meaning they gave to their counting and the strategies they used to find sums and differences. Fuson generally employed crosssectional and interview approaches to study changes in the number word sequence, correspondence errors, and concepts of cardinality of children from 2 to 8 years of age. Both projects reaffirm that work in this area lies at the cutting edge of research in both mathematics education and educational/cognitive psychology.

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Douglas H. Clements

Prices on software, books, and materials are subject to change. Consult the suppliers for the current prices. The comments reflect the reviewer's opinions and do not imply endorsement by the Notional Council of Teachers of Mathematics.

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Douglas H. Clements

We know that the microcomputer can be used effectively for drill and practice in arithmetic. It can, however, also foster student’ abilities in programming and problem solving. This article describes an activity in which studenh write programs for each other using a child-oriented programming language known as Logo.

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Douglas H. Clements

Three pictures hang in front of a sixmonth- old child. The first shows two dots, the others show one dot and three dots. The infant hears three drumbeats. Her eyes move to the picture with three dots.

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Douglas H. Clements

Prices on software, books, and materials are subject to change. Consult the suppliers for the current prices. The comments reflect the reviewer's opinions aond do not imply endorsement by the National Council of Teachers of Mathematics.

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Douglas H. Clements

Many educators base recommendations for teaching mathematics on “constructivist” thinking. However, they often misunderstand constructivism, so their recommendations may be incorrect or inappropriate. We need to examine what constructivism is and is not, what myths have grown up around constructivism, and what characteristics define it.

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Douglas H. Clements and Julie Sarama Meredith

What might be the role of using Logo in mathematics education, given the information in the Curriculum and Evaluation Standards (NCTM 1989) and the appearance of numerous new software packages? A recent rare interview with the Logo turtle may dispel some rumors and offer new insights into this question.

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Douglas H. Clements and Julie Sarama

In their Research Commentary, Kitchen and Berk (2016) argue that educational technology may focus only on skills for low-income students and students of color, further limiting their opportunities to learn mathematical reasoning, and thus pose a challenge to realizing standards-based reforms. Although the authors share the concern about equity and about funds wasted by inappropriate purchases of technology before planning based on research and the wisdom of expert practice, including inadequate professional development, they believe that Kitchen and Berk's commentary contains several limitations that could be misconstrued and thus misdirect policy and practice.

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Douglas H. Clements and Julie Sarama

When we talk about our prekindergarten curriculum development project,

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Douglas H. Clements and Julie Sarama

“I'm first today!” “Then I want to be second. You gotta be third, Joon.”