Learning and Teaching Early Math: The Learning Trajectories Approach

By Douglas H. Clements, Julie Sarama. 2009

877 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/7c0b82fdf4f8395a1ea0bcc8d8e9bdd3c1f6be0e

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Statistics and Probability

Citations in the corpus

Changes in Parent Involvement Across the Transition from Public School Prekindergarten to First Grade and Children's Academic Outcomes (2012, background): “…mathematics outcomes, because some existing research suggests that parents provide more experiences at home for the development of early reading skills than for early mathematics skills, and view school as more important for learning mathematics (for a review, see Clements & Sarama, 2009).”
Accuracy of Teacher Judgments of Preschoolers’ Math Skills (2012, background): “…programs because it indicates that teachers need to be better able to appropriately recognize and understand demonstrations of children’s math skills and also have a stronger understanding of children’s learning trajectories in mathematics (Clements & Sarama, 2009; Sarama & Clements, 2009).”
Towards understanding the origins of children's difficulties in mathematics learning (2011, background): “…strategies aim to prevent rather than remediate learning difficulties and to encourage professionals to provide opportunities for rich mathematical development prior to formal schooling (Clements & Sarama, 2009; Doig, McCrae, & Rowe, 2003; Sarama & Clements, 2009; van Nes & de Lange, 2007).”
Not Just IQ: Patterning Predicts Preschoolers’ Math Knowledge Beyond Fluid Reasoning (2019, background): “Repeating patterning skills may also promote some counting skills, such as counting by 2’s or 5’s (Clements & Sarama, 2014).”
Executive Function Skills, Early Mathematics, and Vocabulary in Head Start Preschool Children (2017, background): “Researchers have suggested that broader early math assessments (Claessens, Duncan, & Engel, 2009) that can tap into developmental trajectories (Clements & Sarama, 2007, 2014) are more likely to predict long-term math outcomes.”
A Learning Trajectory in 6-Year-Olds' Thinking about Generalizing Functional Relationships. (2015, background): “Learning trajectories have become an increasingly important construct in the research on teaching and learning mathematics (Clements & Sarama, 2004, 2009; Maloney, Confrey, & Nguyen, 2014; Simon, 1995).”
Survey on the State of the Art (2016, background): “The most convincing results have been obtained through long-lasting and broadly conceived intervention programs (e.g., Clements and Sarama 2014).”
PK-3: What Does It Mean For INstruction? (2017, background): “In addition to supporting learning, considerable evidence demonstrates that instruction targeted just above children’s current skill level is more intrinsically motivating than instruction on already-mastered skills or that is far beyond a child’s skill level (Stipek, 2002).”
Home Numeracy Environments of Preschoolers: Examining Relations Among Mathematical Activities, Parent Mathematical Beliefs, and Early Mathematical Skills (2015, background): “This finding is important given the centrality of geometry in early mathematical development (Clements, 2004; Clements & Sarama, 2009) and given that other studies have focused exclusively on numbers and operations.”
Evaluation of a learning trajectory for length in the early years (2011, methodology): “The review and LT have been described in detail elsewhere (Clements & Sarama, 2009; Sarama & Clements, 2009); space constraints permit only brief examples here.”
Early Numeracy Intervention Program for First-Grade Students with Mathematics Difficulties (2011, background): “Students also learned specific cognitive strategies (e.g., count on, doubles + 1, make 10 + more, fact families) as a way to solve different types of problems more efficiently (Clements & Sarama, 2009; Woodward, 2006).”