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Scaling Up TRIAD: Teaching Early Mathematics for Understanding with Trajectories and Technologies

Year: 2005
Name of Institution:
State University of New York (SUNY), Buffalo
Goal: Scale-Up Evaluations
Principal Investigator:
Clements, Douglas
Award Amount: $5,969,077
Award Period: 5 years
Award Number: R305K050157

Description:

Co-Principal Investigators: Julie Sarama, Jaekyung Lee, Mark Lipsey, and Dale Farran

Project Website: http://www.ubtriad.org/

Related IES Projects: Longitudinal Study of a Successful Scaling-Up Project: Extending TRIAD (R305A110188)

Publications from this project:

Brown, C.S., Sarama, J., and Clements, D.H. (2007). Thinking About Learning Trajectories in Preschool. Teaching Children Mathematics, 14: 178–181.

Clements, D.H., Sarama, J., Spitler, M.E., Lange, A.A., and Wolfe, C.B. (2011). Mathematics Learned by Young Children in an Intervention Based on Learning Trajectories: A Large-Scale Cluster Randomized Trial. Journal for Research in Mathematics Education.

Clements, D.H. (2007). Curriculum Research: Toward a Framework for ‘Research-Based Curricula'. Journal for Research in Mathematics Education, 38: 35–70.

Clements, D.H. (2008). Linking Research and Curriculum Development. In L.D. English (Ed.), Handbook of International Research in Mathematics Education. (Second ed., pp. 589–625). New York, NY: Taylor and Francis.

Clements, D.H., and Sarama, J. (2007). Early Childhood Mathematics Learning. In F.K. Lester, Jr. (Ed.), Second Handbook of Research on Mathematics Teaching and Learning (pp. 461–555). New York, NY: Information Age Publishing.

Clements, D.H., and Sarama, J. (2007). Einsatz Von Computern in Amerikanischen Vor- Und Grundschulen — En Zwischenbericht [Using Computers in American Kindergartens and Primary Schools: An Interim Report]. In H. Mitzlaff (Ed.), Internationales Handbuch: Computer (ICT), Grundschule, Kindeergarten and Neue Lernkultur (Vol. 1, pp. 251–259). Baltmannsweiler, Germany: Schneider Verlag Hohengehren.

Clements, D.H., and Sarama, J. (2007). Zur Rolle Des Computers in Der Frühen Mathematik in Amerikanischen Kindergärten and Grundschulen—Das Projekt Building Blocks for Early Childhood Mathematics [The Role of Computers in American Kindergartens and Primary Schools: The Building Blocks for Early Childhood Mathematics Project]. In H. Mitzlaff (Ed.), Internationales Handbuch: Computer (ICT), Grundschule, Kindeergarten and Neue Lernkultur (Vol. 2, pp. 538–546). Baltmannsweiler, Germany: Schneider Verlag Hohengehren.

Clements, D.H., and Sarama, J. (2007). Gold Der Narren?—Fools's Gold?—Kritische Bemerkungen Zur Kritik Der Alliance for Childhood Et Al. [Fool's Gold? Critical Remarks About the Critics From the Alliance for Childhood]. In H. Mitzlaff (Ed.), Internationales Handbuch: Computer (ICT), Grundschule, Kindeergarten and Neue Lernkultur (Vol. 2,pp. 740–748). Baltmannsweiler, Germany: Schneider Verlag Hohengehren.

Clements, D.H., and Sarama, J. (2007). Mathematics. In R.S. New and M. Cochran (Eds.), Early Childhood Education: An International Encyclopedia (Vol. 2, pp. 502–509). Westport, CN: Praeger.

Clements, D.H., and Sarama, J. (2007). Curriculum, Technology. In R.S. New and M. Cochran (Eds.), Early Childhood Education: An International Encyclopedia (Vol. 1, pp. 221–225). Westport, CN: Praeger.

Clements, D.H., and Sarama, J. (2007). Effects of a Preschool Mathematics Curriculum: Summative Research on the Building Blocks Project. Journal for Research in Mathematics Education, 38: 136–163.

Clements, D.H., and Sarama, J. (2008). Experimental Evaluation of the Effects of a Research-Based Preschool Mathematics Curriculum. American Educational Research Journal, 45: 443–494.

Clements, D.H., and Sarama, J. (2008). Mathematics and Technology: Supporting Learning for Students and Teachers. In O.N. Saracho and B. Spodek (Eds.), Contemporary Perspectives on Science and Technology in Early Childhood Education (pp. 127–147). Charlotte, NC: Information Age Publishing, Inc.

Clements, D.H., and Sarama, J. (2009). Learning and Teaching Early Math: The Learning Trajectories Approach. New York, NY: Routledge.

Clements, D.H., and Sarama, J. (2011). Early Childhood Mathematics Intervention. Science, 333: 968–970.

Clements, D.H., and Sarama, J. (2011). Early Childhood Teacher Education: The Case Of Geometry. Journal of Mathematics Teacher Education, 14 (2): 133–148.

Clements, D.H., Sarama, J., and Liu, X. (2008). Development of a Measure of Early Mathematics Achievement Using the Rasch Model: The Research-Based Early Maths Assessment. Educational Psychology, 28 (4): 457–482.

Clements, D. H., Sarama, J., Spitler, M. E., Lange, A., and Wolfe, C. B. (2011). Mathematics learned by young children in an intervention based on learning trajectories: A large-scale cluster randomized trial. Journal for Research in Mathematics Education, 42 (2), 127– 166.

Clements, D.H., Sarama, J., Yelland, N.J., and Glass, B. (2008). Learning and Teaching Geometry With Computers in the Elementary and Middle School. In M.K. Heid and G.W. Blume (Eds.), Research on Technology and the Teaching and Learning of Mathematics: Volume 1: Research Syntheses (pp. 109–154). New York, NY: Information Age Publishing, Inc.

Clements, D.H., Sarama, J., Wolfe, C.B., and Spitler, M.E. (In Press). Longitudinal Evaluation Of A Scale-Up Model For Teaching Mathematics With Trajectories and Technologies: Persistence Of Effects In The Third Year. American Educational Research Journal.

Sarama, J., and Clements, D.H. (2006). Mathematics, Young Students, and Computers: Software, Teaching Strategies and Professional Development. Mathematics Educator, 9 (2):, 112–134.

Sarama, J., and Clements, D.H. (2008). Building Blocks and Cognitive Building Blocks; Playing To Know The World Mathematically. American Journal Of Play, 1: 313–337.

Sarama, J., and Clements, D.H. (2009). Teaching Math In The Primary Grades: The Learning Trajectories Approach. Young Children, 64 (2): 63–65.

Sarama, J., and Clements, D.H. (2011). Early Childhood Teacher Education: The Case Of Geometry. Journal Of Mathematics Teacher Education,14 (2): 133–148.

Sarama, J., Clements, D.H., Wolfe, C.B., and Spitler, M.E. (2012). Longitudinal Evaluation Of A Scale-Up Model For Teaching Mathematics With Trajectories and Technologies. Journal Of Research On Educational Effectiveness, 5 (2): 105–135.

Sarama, J., Lange, A., Clements, D.H., and Wolfe, C.B. (2012). The Impacts Of An Early Mathematics Curriculum On Oral Language and Literacy. Early Childhood Research Quarterly, 27(3): 489–502.

Weiland, C., Wolfe, C.B., Hurwitz, M.D., Clements, D.H., Sarama, J.A., and Yoshikawae, H. (2012). Early Mathematics Assessment: Validation Of The Short Form Of A Pre-K And Kindergarten Mathematics Measure. Educational Psychology, 32 (3): 311–333.