Young Children's Composition of Geometric Figures: A Learning Trajectory

By Douglas H. Clements, David C. Wilson, Julie Sarama. 2004

138 citations recorded by the source corpus.

Subfields: Automotive Engineering, Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/ca78e8021b083fbd90e9e783796e65dcdb098d80

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In Automotive Engineering

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Citations in the corpus

Mathematics Learned by Young Children in an Intervention Based on Learning Trajectories: A Large-Scale Cluster Randomized Trial (2011, background): “This indicates that more children in the Building Blocks group were developing the Shape Composer level of thinking, in which they can build, maintain, and manipulate shapes mentally (Clements et al., 2004).”
Early childhood teacher education: the case of geometry (2011, methodology): “In contrast, the comparison group had roughly 77% at the Pre-Composer or Piece Assembler levels, 15% at the Picture Maker level, and 8% in transition to the Shape Composer level, consistent with developmental averages for this age group ( Clements et al. 2004 ).”
Learning Mathematics with Technology: The Influence of Virtual Manipulatives on Different Achievement Groups (2012, background): “Mathematical content is learned in developmental progressions characterized by mathematical concepts and processes within a larger conceptual field of mathematical knowledge (clements, Wilson & Sarama, 2004; Steffe & cobb, 1988; Vergnaud, 1996).”
Development of a measure of early mathematics achievement using the Rasch model: the Research‐Based Early Maths Assessment (2008, background): “Born in observations of children’s explorations (Sarama, Clements & Vukelic, 1996 ), this developmental progression was refined through a series of clinical interviews and focused observations (Clements, Sarama & Wilson, 2001 ), and validation studies (Clements, Wilson & Sarama, 2004 ).”
Early mathematics assessment: validation of the short form of a prekindergarten and kindergarten mathematics measure (2012, methodology): “The developmental progression for this skill was based on observations of children’s explorations (Sarama, Clements, & Vukelic, 1996 ), corroborated by data from other researchers (Mansfield & Scott, 1990 ; Sales, 1994 ; Vurpillot, 1976 ), and refined through a series of clinical interviews, foc”