Doug Clements and Julie Sarama in the Journal Science

Douglas H. Clements talks about Learning Trajectories in mathematics on YouTube!

Building Blocks project made the front page of the New York Times, on December 20th, 2009

  Early Childhood Mathematics Education Research
Early Childhood Mathematics Education Research

For over a century, views of young childrens's mathematics have differed widely. The recent turn of the century has seen a dramatic increase in attention to the mathematics education of young children. Our goal is to synthesize relevant research on the learning of math from birth into the primary grades from multiple perspectives.

  Learning and Teaching Early Math:The Learning Trajectories Approach
Learning and Teaching Early Math The Learning Trajectories Approach

Most everyone agrees that effective mathematics teaching involves "meeting the students where they are" and helping them build on what they know. But this is easier said than done. In this important new book for pre- and in-service teachers show how "learning trajectories" help diagnose what mathematics a child knows.

  Mathematics Learning in Early Childhood:Paths Toward Excellence and Equity
Mathematics Learning in Early Childhood:Paths Toward Excellence and Equity

Early childhood mathematics is vitally important for young children's present and future educational success. Research has demonstrated that virtually all young children have the capability to learn and become competent in mathematics.(don't miss the podcast about this book!)

Doug Clements was quoted in the Sunday edition of the Washington Post


Article: Building Blocks Math From Pre-K to Grade 2

- What are some other tools you can use?

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    copyright @ 2006 TRIAD/Building Blocks
This work was supported by the Institute of Educational Sciences under Grant No. R305K05157. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the funding agencies.
Work on the research was also supported in part by the National Science Foundation under Grant No. ESI-9730804 and REC-0228440.