• Biographical Description

    • I am a Kennedy Endowed Chair in Early Childhood Learning, a Professor, and co-Executive Director of the Marsico Institute of Early Learning and Literacy at the University of Denver's Morgridge College of Education,  Previously a kindergarten teacher for five years and a preschool teacher for one year, I have since conducted research and published widely in the areas of:

      The learning and teaching of early mathematics;

      The development, use, and evaluation of learning trajectories;

      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; and

      Development and evaluation of innovative assessments of mathematics achievement, as well as mathematics teaching.

      See also: http://du.academia.edu/DouglasClements or http://www.researchgate.net/profile/Douglas_Clements/.

  • Publications

  • Curriculum Vitae

  • Gallery

    • Photos
  • Photos

    • Working with Children on Patterns
      Working with Children on Patterns

      Bringing the mathematics in patterning to an explicit level of awareness

    • Geometry

      Early geometry is motivating and builds foundational skills in geometry, spatial reasoning, reasoning, and number.

  • Research

    • Douglas H. Clements has conducted research and published widely in the areas of the learning and teaching of early mathematics and computer applications in mathematics education. His most recent interests are in creating, using, and evaluating a research-based curriculum and in taking successful curricula to scale using technologies and learning trajectories. He has published over 146 refereed research studies, 26 books, 90 chapters, and 300 additional publications. His latest books detail research-based learning trajectories in early mathematics education: Early childhood mathematics education research:  Learning trajectories for young children and a companion book, Learning and teaching early math: The learning trajectories approach (Routledge).


      While a SUNY Distinguished Professor at the University of Buffalo, Dr. Clements was a member of President Bush's National Math Advisory Panel, convened to advise the administration on the best use of scientifically based research to advance the teaching and learning of mathematics, and coauthor of the Panel’s report. He was also a member of the National Research Council’s (NRC) Committee on Early Mathematics and co-author of their report and is presently a member of the National Academy of Sciences’ (IOM/NRC) Committee on the Science of Children. He helped write and continues to serve on the Common Core State Standards committee of the National Governor’s Association (NGA) and the Council of Chief State School Officers, helping to write national academic standards and the learning trajectories that underlie them. With Julie Sarama, he authored the NGA’s policy documents on early mathematics.


      Dr. Clements has directed over 35 funded projects. Currently, Dr. Clements is Principal Investigator on two large-scale research projects. The first, Longitudinal Study of a Successful Scaling Up Project: Extending TRIAD, follows students the original large-scale TRIAD project from pre-K to fifth grade. The second, Increasing the efficacy of an early mathematics curriculum with scaffolding designed to promote self-regulation funded by the U.S. Department of Education’s Institute of Education Sciences (IES) to evaluate whether self-regulation and mathematics instruction can be combined synergistically.


      The NSF has funded three recent research projects. Clements is PI on the first, Using Rule Space and Poset-based Adaptive Testing Methodologies to Identify Ability Patterns in Early Mathematics and Create a Comprehensive Mathematics Ability Test, which will develop a computer-adaptive assessment for early mathematics. Clements is co-piing on the second, Early Childhood Education in the Context of Mathematics, Science, and Literacy, developing an interdisciplinary preschool curriculum. The third, developing better ways of assessing and teaching geometric measurement, is Learning Trajectories to Support the Growth of Measurement Knowledge: Pre-K through Middle School. Another recent project, just funded by the Heising-Simons Foundation and the Gates Foundation, Scalable Professional Development in Early Mathematics: The Learning and Teaching with Learning Trajectories Tool, is updating and disseminate a professional development software application empirically supported in previous projects.


      Previously, Dr. Clements directed several other IES and NSF projects. In Building Blocks—Foundations for Mathematical Thinking, Pre-Kindergarten to Grade 2:  Research-based Materials Development (http://www.buildingblocks.org), he and Julie Sarama developed mathematics software and activities, published by SRA/McGraw-Hill. The second product is a component of the research-based mathematics series Real Math, in which the Building Blocks materials will constitute the complete PreK program, and Building Blocks software will supplement all other grades, K-6. He also ran an historic, national Conference on Standards for Preschool and Kindergarten Mathematics Education (co-funded by NSF and ExxonMobil Foundation, http://www.gse.buffalo.edu/org/conference/index.htm), which resulted in a book, Clements, D. H., Sarama, J., & DiBiase, A.-M. (Eds.). (2004). Engaging young children in mathematics: Standards for early childhood mathematics education. In addition, based on the conference, he proposed and chaired a joint committee that produced a joint National Association for the Education of Young children and National Council of Teachers of Mathematics (NCTM) position statement on early childhood mathematics, Early childhood mathematics: Promoting good beginnings. A joint position statement of the National Association for the Education of Young Children (NAEYC) and the National Council for Teachers of Mathematics (NCTM).


      In previous projects, he co-developed an elementary geometry curriculum based on Logo, Logo Geometry, published by Silver Burdett & Ginn. In a related NSF research project, he conducted research on the teaching and learning of geometry with and without computers resulting in Logo and Geometry, a Journal for Research in Mathematics Education monograph. He also completed two addition NSF projects with several colleagues.  The first developed a K-5 mathematics curriculum, Investigations in Number, Data, and Space (published by Dale Seymour Publications).  In that context, he has developed several constructivist-oriented software packages (with he and colleague Julie Sarama performing all the design, programming, and implementation), including their own version of Logo and Logo-based software activities to complement the curriculum (this software environment was also published as a stand-alone product, including activities that integrate Logo into the geometry curriculum, under the name Turtle Math™, which was awarded Technology & Learning Software of the Year award, 1995, in the category "Math"), a computer-based manipulative software environment (Shapes) and several others (Trips, Tumbling Tetrominoes). He was co-PI on “A Longitudinal study of the Effects of a Pre-Kindergarten Mathematics Curriculum on Low-Income Children’s Mathematical Knowledge,” funded by IES.


      Dr. Clements is active in the NCTM, coauthored NCTM's Principals and Standards for School Mathematics and the 2006 Curriculum focal points for prekindergarten through grade 8 mathematics: A quest for coherence, and was editor and author of the NCTM Addenda  (to the Standards) materials. He was chair of the Editorial Panel of NCTM's research journal, the Journal for Research in Mathematics Education.

This portfolio last updated: 27-Mar-2018 7:58 AM