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I am the Kennedy Endowed Chair in Innovative Learning Technologies and Professor at the University of Denver and conduct research on young children's development of mathematical concepts and competencies, implementation and scale-up of educational reform, professional development models and their influence on student learning, and implementation and effects of software environments (including those she has created) in mathematics classrooms.
Previously a high school teacher of mathematics and computer science, I also taught in the Gifted Math Program. I have since conducted research and published widely in the areas of:
The learning and teaching of mathematics
Computer applications in mathematics education
Creating, using, and evaluating a research-based curriculum and in taking successful curricula to scale using technologies and learning trajectories
Prof. Sarama's studies have been published in more than 50 refereed articles, 4 books, 30 chapters, and 60 additional publications. She has been Principal or Co-Principal Investigator on seven projects funded by the National Science Foundation, including Building Blocks—Foundations for Mathematical Thinking, Pre-kindergarten to Grade 2: Research-based Materials Development andPlanning for Professional Development in Pre-School Mathematics: Meeting the Challenge of Standards 2000. She is Principal Investigator on her latest NSF award, entitled, “Early Childhood Education in the Context of Mathematics, Science, and Literacy.”
Dr. Sarama is also co-directing three large-scale studies funded by the U.S. Education Department’s Institute of Educational Studies (IES). The first is entitled,Scaling Up TRIAD: Teaching Early Mathematics for Understanding with Trajectories and Technologies. The second is a longitudinal extension of that work, entitled, Longitudinal Study of a Successful Scaling Up Project: Extending TRIAD. The third, with Dr. Sarama as Principal Investigator, is an efficacy study,Increasing the efficacy of an early mathematics curriculum with scaffolding designed to promote self-regulation. Dr. Sarama was previously the lead co-PI at the Buffalo site on another IES-funded project, A Longitudinal study of the Effects of a Pre-Kindergarten Mathematics Curriculum on Low-Income Children’s Mathematical Knowledge (IES; one of seven of a cohort of national projects conducted simultaneous local and national studies as part of the IES’s Preschool Curriculum Evaluation Research project).