Douglas Clements

Douglas H. Clements is an American scholar in the field of early mathematics education. Previously a preschool and kindergarten teacher, his research centers on the learning and teaching of early mathematics, computer applications for mathematics teaching, and scaling up successful educational interventions. Clements has contributed to the writing of educational standards including the Common Core State Standards,^[1] the NCTM's Principles and Standards for School Mathematics^[2] and the NCTM's 2006 Curriculum Focal Points for Prekindergarten through Grade 8 Mathematics.^[3]

As of 2021, he is Distinguished University Professor and the Kennedy Endowed Chair in Early Childhood Learning at the University of Denver and the co-director of the Marsico Institute for Early Learning.^[4] He was previously a SUNY Distinguished Professor at the University at Buffalo.

Subitizing

Clements is notable for reviving interest in the importance of perceptual and conceptual subitizing in early childhood mathematics education. Perceptual subitizing is the ability to instantly recognise the number of objects in a small group, without counting. Conceptual subitising is the ability to see a whole quantity as groups of smaller quantities (for example, seeing eight as two groups of four). When learning to count, young children use subitizing to develop their understanding of cardinality. They also use their conceptual subitizing and pattern recognition skills to develop their understanding of arithmetic and number sense.^[5]

Building Blocks and Learning Trajectories

Together with Julie Sarama, Clements developed the Building Blocks curriculum and the Learning Trajectories approach to early mathematics education. Learning trajectories consist of a learning goal, a developmental path along which children develop to reach that goal, and a set of activities matched to each level in that learning path.^[6] Clements has evaluated this approach in randomized controlled trials and shown it to have a positive impact on children's learning.^[7] This research has influenced evidence reviews and teaching guidance produced by the Education Endowment Foundation in the UK and the What Works Clearinghouse in the USA.^[8]^[9]

Personal life

Clements is married to fellow early mathematics researcher and collaborator Professor Julie Sarama. He has four children: Luke Clements, Abby Clements, Leah Meredith, and Ryan Clements.

External links

References

^ National Council of Teachers of Mathematics. "Common Core State Standards Initiative". Retrieved 2024-02-12.
^ National Council of Teachers of Mathematics. "Principles and Standards for School Mathematics" (PDF). Retrieved 2024-02-12.
^ University of Denver. "Douglas Clements". University of Denver Portfolios. University of Denver. Retrieved 2021-07-08.
^ Early Childhood Investigations Webinars. "Douglas Clements". Early Childhood Investigations Webinars. Retrieved 2021-07-08.
^ Clements, Douglas H. (1999). "Subitizing: What Is It? Why Teach It?". Teaching Children Mathematics. 5 (7): 400–405. doi:10.5951/TCM.5.7.0400. ISSN 1073-5836.
^ Clements, Douglas; Sarama, Julie (2014). Learning and teaching early math : the learning trajectories approach. New York: Routledge, Taylor & Francis Group. ISBN 9780415828505.
^ Clements, Douglas H.; Sarama, Julie; Spitler, Mary Elaine; Lange, Alissa A.; Wolfe, Christopher B. (2011). "Mathematics Learned by Young Children in an Intervention Based on Learning Trajectories: A Large-Scale Cluster Randomized Trial". Journal for Research in Mathematics Education. 42 (2): 127–166. doi:10.5951/jresematheduc.42.2.0127. ISSN 0021-8251.
^ Early Years and Key Stage 1 Mathematics Teaching: Evidence Review, Education Endowment Foundation, 2020
^ Frye, D., Baroody, A. J., Burchinal, M., Carver, S. M., Jordan, N. C., & McDowell, J. (2013). Teaching math to young children: A practice guide (NCEE 2014-4005). Washington, DC: National Center for Education Evaluation and Regional Assistance (NCEE), Institute of Education Sciences, U.S. Department of Education. Retrieved from the NCEE website: http://whatworks.ed.gov

[1] National Council of Teachers of Mathematics. "Common Core State Standards Initiative". Retrieved 2024-02-12.

[2] National Council of Teachers of Mathematics. "Principles and Standards for School Mathematics" (PDF). Retrieved 2024-02-12.

[DU_Portfolio-3] University of Denver. "Douglas Clements". University of Denver Portfolios. University of Denver. Retrieved 2021-07-08.

[Early_Childhood_Webinars-4] Early Childhood Investigations Webinars. "Douglas Clements". Early Childhood Investigations Webinars. Retrieved 2021-07-08.

[Clements1999-5] Clements, Douglas H. (1999). "Subitizing: What Is It? Why Teach It?". Teaching Children Mathematics. 5 (7): 400–405. doi:10.5951/TCM.5.7.0400. ISSN 1073-5836.

[6] Clements, Douglas; Sarama, Julie (2014). Learning and teaching early math : the learning trajectories approach. New York: Routledge, Taylor & Francis Group. ISBN 9780415828505.

[ClementsSarama2011-7] Clements, Douglas H.; Sarama, Julie; Spitler, Mary Elaine; Lange, Alissa A.; Wolfe, Christopher B. (2011). "Mathematics Learned by Young Children in an Intervention Based on Learning Trajectories: A Large-Scale Cluster Randomized Trial". Journal for Research in Mathematics Education. 42 (2): 127–166. doi:10.5951/jresematheduc.42.2.0127. ISSN 0021-8251.

[8] Early Years and Key Stage 1 Mathematics Teaching: Evidence Review, Education Endowment Foundation, 2020

[9] Frye, D., Baroody, A. J., Burchinal, M., Carver, S. M., Jordan, N. C., & McDowell, J. (2013). Teaching math to young children: A practice guide (NCEE 2014-4005). Washington, DC: National Center for Education Evaluation and Regional Assistance (NCEE), Institute of Education Sciences, U.S. Department of Education. Retrieved from the NCEE website: http://whatworks.ed.gov

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