Search Results

You are looking at 1 - 10 of 86 items for

  • Author or Editor: Douglas H. Clements x
Clear All Modify Search
Restricted access

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.

Restricted access

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.

Restricted access

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.

Restricted access

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.

Restricted access

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.

Restricted access

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.

Restricted access

Douglas H. Clements and Julie Sarama

This study evaluated the efficacy of a preschool mathematics program based on a comprehensive model of developing research-based software and print curricula. Building Blocks, funded by the National Science Foundation, is a curriculum development project focused on creating research-based, technology-enhanced mathematics materials for pre-K through grade 2. In this article, we describe the underlying principles, development, and initial summative evaluation of the first set of resulting materials as they were used in classrooms with children at risk for later school failure. Experimental and comparison classrooms included two principal types of public preschool programs serving low-income families: state funded and Head Start prekindergarten programs. The experimental treatment group score increased significantly more than the comparison group score; achievement gains of the experimental group approached the sought-after 2-sigma effect of individual tutoring. This study contributes to research showing that focused early mathematical interventions help young children develop a foundation of informal mathematics knowledge, especially for children at risk for later school failure.

Restricted access

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.

Restricted access

Douglas H. Clements and Julie Sarama

This is the second in a series of articles exploring the use of the National Council of Teachers of Mathematics' (NCTM's) 2006 publication, Curriculum Focal Points for Prekindergarten through Grade 8 Mathematics: A Quest for Coherence. The series introduction by NCTM President Skip Fennell, explaining what Curriculum Focal Points are and why NCTM developed them, appeared in the December 2007/January 2008 issue of Teaching Children Mathematics (page 315). In this and subsequent TCM articles, the authors of the various grade bands discuss the Focal Points for one or two grade levels. Because one principle of Curriculum Focal Points is that of cohesive curriculum, in which ideas develop across the grades, we encourage teachers of all grade levels to read the full series.

Restricted access

Julie Sarama and Douglas H. Clements

This is the third in a series of articles exploring the use of the 2006 National Council of Teachers of Mathematics (NCTM) publication, Curriculum Focal Points for Prekindergarten through Grade 8 Mathematics: A Quest for Coherence. The series introduction from NCTM President Skip Fennell, explaining what the Curriculum Focal Points are and why NCTM developed them, appeared in the December 2007/January 2008 issue of Teaching Children Mathematics (page 315). In subsequent TCM articles, the authors of the various grade bands discuss focal points for one or two grade levels. Because one principle of Curriculum Focal Points is that of cohesive curriculum, in which ideas develop across the grades, we encourage teachers of all grade levels to read the full series.