Experimental Evaluation of the Effects of a Research-Based Preschool Mathematics Curriculum

By Douglas H. Clements, Julie Sarama. 2008

423 citations recorded by the source corpus.

Subfields: Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/4e7395418202d5aacf6b6732194d8e2b94d03fd6

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Citations in the corpus

An Analysis of Instruments that Measure the Quality of Mathematics Teaching in Early Childhood (2009, methodology): “The COEMET also reports Rasch model reliability of .96 ( Clements and Sarama 2008 ), indicating that the sample would score similarly if the sample were given another set of items measuring the same construct.”
Synthesis of IES Research on Early Intervention and Early Childhood Education. NCSER 2013-3001. (2013, neutral): “91 Clements and Sarama (2008).”
Understanding the Program Effectiveness of Early Mathematics Interventions for Prekindergarten and Kindergarten Environments: A Meta-Analytic Review (2016, neutral): “…14 studies that reported pre/post mean and standard deviation (Arnold, Fisher, Doctoroff, & Dobbs, 2002; Chard et al., 2008; Clarke et al., 2011; Clements & Sarama, 2007, 2008; Clements, Sarama, Spitler, Lange, & Wolfe, 2011; Fuchs, Fuchs, & Karns, 2001; Jordan, Glutting, Dyson, Hassinger-Das,…”
Early Math Matters: Kindergarten Number Competence and Later Mathematics Outcomes (2009, background): “Low-income children enter kindergarten with fewer number-related experiences than their middle-income counterparts—at home, in their communities, and in their preschools ( Clements & Sarama, 2008 )—and it is likely that early learning opportunities contributed to the substantial advantage of middlei”
Mathematics Learned by Young Children in an Intervention Based on Learning Trajectories: A Large-Scale Cluster Randomized Trial (2011, methodology): “…activities in which children discuss, analyze, build, and draw shapes appear to be particularly effective in developing these competencies (especially, perhaps, relative to a counterfactual curriculum with limited time dedicated to geometric and spatial thinking) (Clements & Sarama, 2007c, 2008a).”
Longitudinal Evaluation of a Scale-Up Model for Teaching Mathematics With Trajectories and Technologies (2012, methodology): “Coefficient alpha (interitem correlations) ranged from .95 to .97 for the total instrument, with .74 for the Classroom Culture scale and .90 for the SMA scale (Clements & Sarama, 2008a; Clements et al., 2011).”
Impacts of a prekindergarten program on children's mathematics, language, literacy, executive function, and emotional skills. (2013, methodology): “Monthly coaching was also part of the professional development model in a randomized controlled trial of Building Blocks, the mathematics curriculum implemented in the current study (Clements & Sarama, 2008).”
Assessing preschool number sense: skills demonstrated by children prior to school entry (2010, background): “…Early Mathematics Assessment (REMA) (Clements, Sarama, & Liu, 2008), and which feature in the Building Blocks preschool mathematics intervention (Clements & Sarama, 2008), include rote counting, comparison of quantity, 1:1 correspondence, cardinal value, simple addition and subtraction,…”
Quality Improvement in Early Childhood Teacher Education: Faculty Perspectives and Recommendations for the Future. (2009, background): “…2006; NAEYC & NAECS/SDE, 2003) and in recent federally funded research on curriculum and school readiness research (e.g., Bierman et al., 2008; Clements & Sarama, 2008; Greenes, Ginsburg, & Balfanz, 2004; Justice, Mashburn, Pence, & Wiggins, 2008; Preschool Curriculum Evaluation Research…”
Longitudinal investigation of the curricular effect: An analysis of student learning outcomes from the LieCal Project in the United States (2011, neutral): “By means of changes in curricula, advocates of mathematics education reform often attempt to change classroom practice, and hence, students’ learning (Ball and Cohen, 1996, Clements and Sarama, 2008, Howson et al., 1981, NCTM, 1989, Senk and Thompson, 2003).”
Asset-Based Approaches to Equitable Mathematics Education Research and Practice (2018, background): “…high-quality mathematics that draws from strengths of students, families, and communities (Celedón-Pattichis, White, & Civil, 2017) and emphasizes higher order concepts and skills at each grade level as well as foundational knowledge and skills (Clements & Sarama, 2008; Fryer & Levitt, 2004).”
Children's school readiness skills across the pre-K year: Associations with teacher-student interactions, teacher practices, and exposure to academic content (2020, background): “This pattern is also evident in math (Clements & Sarama, 2008), such that teachers' focus on skill and knowledge trajectories, reflecting the progression into more sophisticated performance, appears to be a key aspect of students' increased learning.”