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DU COVID-19 Alert Level

Clear

As the COVID-19 pandemic continues, the University of Denver is keeping students, faculty, staff, alumni and neighbors fully informed through our COVID-19 website and other means. Our current alert level is clear, indicating "Virus prevalence is very low on campus and community transmission is low or moderate in the surrounding community, vaccination rates are high, testing capacity and supply chain are strong, and compliance with DU COVID-19 protocols is high." From March 7 through March 20, we are in alert level clear with the following modification; masks are still required of vaccinated individuals in classes or in required in-person meetings of 5 or more if that meeting does not have a virtual option. As per alert level green, when speaking 6 or more feet from others, masks may be removed in these settings.

For up-to-date information on cases, visit the COVID-19 dashboard.

We encourage our community to learn more about the virus from your health care providers, National Jewish Health, the Colorado Department of Health & Environment, and the Centers for Disease Control & Prevention. Undergraduate Admission is offering a variety of in-person and virtual visits. Learn more and register here.

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Educational Technology Publications

Marsico Institute has experience in research and development of educational technology. We design platforms based on the latest pedological knowledge and take advantage of cutting edge technological advancements.

2017

VALID ISSUES BUT LIMITED SCOPE: A RESPONSE TO KITCHEN AND BERK'S RESEARCH COMMENTARY ON EDUCATIONAL TECHNOLOGY

Clements, D. H., & Sarama, J. (2017). Valid issues but limited scope: A response to Kitchen and Berk's research commentary on educational technology. Journal for Research in Mathematics Education, 48(5), 474-482.
2016

IMPROVING MATHEMATICS LEARNING OF KINDERGARTEN STUDENTS THROUGH COMPUTER-ASSISTED INSTRUCTION

Foster, M. E., Anthony, J. L., Clements, D. H., & Sarama, J. (2016). Improving mathematics learning of kindergarten students through computer assisted instruction. Journal for Research in Mathematics Education, 47(3), 206-232.
2015

SCALING UP EARLY MATHEMATICS INTERVENTIONS: TRANSITIONING WITH TRAJECTORIES AND TECHNOLOGIES

Sarama, J., & Clements, D. H. (2015). Scaling up early mathematics interventions: Transitioning with trajectories and technologies. In B. Perry, A. MacDonald & A. Gervasoni (Eds.), Mathematics and Transition to School (pp. 153-169). New York, NY: Springer.
2010

BOOK CHAPTER- TECHNOLOGY

Sarama, Julie, and Douglas H. Clements. Technology." Children of 2020: Creating a Better Tomorrow (2010): 119-23.
2009

"CONCRETE" COMPUTER MANIPULATIVES IN MATHEMATICS EDUCATION

Sarama, J., & Clements, D.H. (2009). ''Concrete'' computer manipulatives in mathematics education. Child Development Perspectives, 3(3), 145–150.
2008

BOOK CHAPTER- LINKING RESEARCH AND SOFTWARE DEVELOPMENT

Sarama, J. and Clements, D.H."Linking Research and Curriculum Development." Handbook of International Research in Mathematics Education (2008): 113-30.
2008

BOOK CHAPTER- LEARNING AND TEACHING GEOMETRY WITH COMPUTERS IN THE ELEMENTARY AND MIDDLE SCHOOL

Clements, Douglas H., Julie Sarama, Nicola J. Yelland, and Brad Glass. Learning and Teaching Geometry with Computers in the Elementary and Middle School. N.p.: Information Age, 2008.