Zobrazeno 1 - 10
of 220
pro vyhledávání: '"Douglas H. Clements"'
Autor:
Shannon Stark Guss, Douglas H. Clements, Elica Sharifnia, Julie Sarama, Adam Holland, Chih-Ing Lim, Megan Vinh
Publikováno v:
Education Sciences, Vol 14, Iss 7, p 733 (2024)
Foundational thinking for later use of technology, particularly coding, is necessary for an inclusive and sustainable future. Inclusive practices beginning in early childhood recognize children’s innate development of computational thinking—seque
Externí odkaz:
https://doaj.org/article/b767f0c1965e433c95ba3eeb05e7ff2b
Autor:
Shannon Stark Guss, Chih-Ing Lim, Douglas H. Clements, Elica B. Sharifnia, Adam L. Holland, Megan Vinh, Julie Sarama
Publikováno v:
Education Sciences, Vol 14, Iss 1, p 8 (2023)
Early science, technology, engineering, and math (STEM) learning experiences often exclude children with disabilities and intersecting identities. To promote learning in STEM for all children, the Curriculum Research Framework (CRF) was applied to bu
Externí odkaz:
https://doaj.org/article/4da768ab5c854a36ae4766b3266f232b
Publikováno v:
Education Sciences, Vol 13, Iss 8, p 839 (2023)
The increasing interest in early childhood mathematics education for decades has increased the need for empirically supported pedagogical strategies. However, there is little agreement on how early math might best be taught. We draw from the empirica
Externí odkaz:
https://doaj.org/article/642096265c794e5f959f6aef3a546e39
Autor:
Julie Sarama, Douglas H. Clements, Arthur J. Baroody, Traci S. Kutaka, Pavel Chernyavskiy, Jackie Shi, Menglong Cong
Publikováno v:
AERA Open, Vol 7 (2021)
We tested a specific theoretical assumption of a learning trajectories (LTs) approach to curriculum and teaching in the domain of early length measurement. Participating kindergartners ( n = 189) were assigned to one of three conditions: LT, reverse-
Externí odkaz:
https://doaj.org/article/cd82cdf4421d4386b2d392b762816184
Publikováno v:
AERA Open, Vol 7 (2021)
Litkowski et al. compare preschoolers’ performance on three counting items to various standards. We clarify that the items Litkowski and colleagues found to be too easy for kindergarten were actually goals for 4s/PKs in the National Research Counci
Externí odkaz:
https://doaj.org/article/0e302b7a6d4b4529aef529bdc7ccb068
Publikováno v:
Education Sciences, Vol 12, Iss 3, p 195 (2022)
Although reformers have embraced learning trajectories (LT, also called learning progressions) as an important tool for improving mathematics education, the efficacy and assumptions of LT-based instruction are largely unproven. The aim of a recently
Externí odkaz:
https://doaj.org/article/13fc1664700b4a7f9a641eb50468fbaa
Autor:
Douglas H. Clements, Julie Sarama
Publikováno v:
Education Sciences, Vol 8, Iss 2, p 71 (2018)
Myths about early education abound. Many beliefs people hold about early math have a grain of truth in them, but as a whole are not true—they are largely myths. But the myths persist, and many harm children. In this article, we address ubiquitous m
Externí odkaz:
https://doaj.org/article/c1588f61099648c2b0d68709ce945491
This book consists of conclusions drawn from the expertise shared at the Conference on Standards for Prekindergarten and Kindergarten Mathematics Education. It offers substantive detail regarding young students'understandings of mathematical ideas.
Publikováno v:
Journal for Research in Mathematics Education. 54:64-88
A follow-up of a cluster-randomized trial evaluated the long-term impacts of a scale-up model composed of 10 research-based guidelines grounded in learning trajectories. Two treatment groups received the intervention during the prekindergarten year,
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::5bab9f7f2eaf62fef8dc01e2c40777a0
https://doi.org/10.5951/jresematheduc-2020-0245
https://doi.org/10.5951/jresematheduc-2020-0245
Autor:
Maide Orcan Kacan, Seda Karacelik, Neslihan Dedeoglu Aktug, Douglas H. Clements, Julie Sarama
Publikováno v:
European Journal of Educational Sciences. 10
This study examined the effect of the Building Blocks mathematical education program on 4-year-old Turkish preschool children’s recognition level of geometrical shapes. A pretest-posttest control group experimental design was employed. The sample g
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::6cf911f72e23fc8e35b1efce4ad14e5b
https://doi.org/10.19044/ejes.v10no1a46
https://doi.org/10.19044/ejes.v10no1a46