All Publications

Marsico publishes about early math development and interventions, early STEM, educational technology, and professional development of teachers.

2026

Hobbs, S., Banerjee, R. Rausch, A. & Joseph, J. (under review). Lessons Learned from a Virtual Community of Practice with Early Intervention Professionals
O’Grady, C., Joseph, J., Rausch, A. & Vinh, M. (under review). Disentangling Ableism: Disability Does Not Mean Challenging Behavior and Vice Versa
Watts, T. W., Botvin, C. M., Bailey, D. H., Hart, E. R., Mattera, S., Clements, D. H., Sarama, J., Farran, D. C., & Lipsey, M. W. (2026). Predicting Persistence and Fadeout Across Multi-Site RCTs of an Early Childhood Mathematics Curriculum Intervention. Educational Evaluation and Policy Analysis. https://doi.org/10.3102/01623737251405258
2025

Chernyavskiy, P., Kutaka, T. S., Keeter, C., Sarama, J., & Clements, D. H. (2025). Addressing Uncodable Behaviors: A Bayesian Ordinal Mixture Model Applied to a Mathematics Learning Trajectory Teaching Experiment. Journal of Research on Educational Effectiveness, 18(3), 673–703. https://doi.org/10.1080/19345747.2024.2347910

Clements, D. H., Guss, S. S., Sarama, J., & Alvarez-Vargas, D. (2025). Best of Both Worlds: Developing an Innovative, Integrated, Intelligent, and Interactive System of Technologies Supporting In-Person and Digital Experiences for Early Mathematics. Computers in the Schools, 42(1), 73–92. https://doi.org/10.1080/07380569.2024.2410903

Clements, D. H., & Sarama, J. (2025). Systematic review of learning trajectories in early mathematics. ZDM, 57(4), 637–650. https://doi.org/10.1007/s11858-024-01644-1

Dong, Y., Clements, D. H., Mulcahy, C., & Sarama, J. (2025). How Teaching Practices Relate to Early Mathematics Competencies: A Non-Linear Modeling Perspective. Education Sciences, 15(9), 1175-. https://doi.org/10.3390/educsci15091175

Rausch, A., Villines, M., Soto-Boykin, Z. & Joseph, J. (2025). Elevating Equity: The ECTA Inclusion Indicators as a catalyst for social change. Young Exceptional Children Special, 28, 19-30.
Rausch, A., & Riepe, B. (2025, May). Transforming inclusive education through the Inclusion Indicators. Think Inclusive [Podcast episode].
Sarama, J., & Clements, D. H. (2025). Playing to know the world mathematically. Educational Studies in Mathematics. https://doi.org/10.1007/s10649-025-10446-5
Yang, H.-W., Harradine, C., Lim, C.-I., Clements, D. H., Vinh, M., & Sarama, J. (2025). Reporting and Analyzing Demographics in U.S.-American Early STEM Intervention Literature: A Systematic Review. Early Childhood Education Journal, 53(6), 2287–2301. https://doi.org/10.1007/s10643-024-01739-0
2024

Botvin, C. M., Jenkins, J. M., Carr, R. C., Dodge, K. A., Clements, D. H., Sarama, J., & Watts, T. W. (2024). Can peers help sustain the positive effects of an early childhood mathematics intervention? Early Childhood Research Quarterly, 67, 159–169. https://doi.org/10.1016/j.ecresq.2023.11.001

Clements, D. H., Dong, Y., Day-Hess, C. A., & Sarama, J. (2024). Longitudinal investigation of early mathematical achievement and classroom strategic diversity: A replication and extension study. Learning and Individual Differences, 114, 102516-. https://doi.org/10.1016/j.lindif.2024.102516

Clements, D. H., Guss, S. S., & Sarama, J. (2024). Implications of Mathematics Learning Trajectories for Science Education. In Handbook of Research on Science Learning Progressions (1st ed.). Routledge. https://doi.org/10.4324/9781003170785

Clements, D. H., Guss, S. S., Sarama, J., & Alvarez-Vargas, D. (2024). Best of Both Worlds: Developing an Innovative, Integrated, Intelligent, and Interactive System of Technologies Supporting In-Person and Digital Experiences for Early Mathematics. Computers in the Schools, 0(0), 1–20. https://doi.org/10.1080/07380569.2024.2410903

Clements, D. H., & Sarama, J. (2024). Systematic review of learning trajectories in early mathematics. ZDM – Mathematics Education. https://doi.org/10.1007/s11858-024-01644-1

Guss, S. S., Clements, D. H., Sharifnia, E., Sarama, J., Holland, A., Lim, C.-I., & Vinh, M. (2024). Designing Inclusive Computational Thinking Learning Trajectories for the Youngest Learners. Education Sciences, 14(7), Article 7. https://doi.org/10.3390/educsci14070733

Guss, S. S., Lim, C.-I., Clements, D. H., Sharifnia, E. B., Holland, A. L., Vinh, M., & Sarama, J. (2024). Building Learning Trajectories for Intentional, Inclusive, and Individualized Instructional Experiences in STEM. Education Sciences, 14(1), Article 1. https://doi.org/10.3390/educsci14010008

Kutaka, T. S., Chernyavskiy, P., Cong, M., McCreadie, K., Sarama, J., & Clements, D. H. (2024). How story problems strengthen arithmetic problem-solving strategy sophistication: Evidence from a learning trajectory teaching experiment in kindergarten. Learning and Instruction, 93, 101964-. https://doi.org/10.1016/j.learninstruc.2024.101964

Yang, H.-W., Vinh, M., Sharifnia, E., Amsbary, J., Clements, D. H., Lim, C.-I., & Sarama, J. (2024). (Re)Conceptualizing STEM Learning and Teaching for Young Children With Disabilities. Topics in Early Childhood Special Education, 44(3), 185–194. https://doi.org/10.1177/02711214241288209
2023

Alvarez-Vargas, D., Begolli, K., Choc, M., Acevedo-Farag, L., Bailey, D., Richland, L., & Bustamante, A. (2023). Fraction Ball impact on student and teacher math talk and behavior. Journal of Experimental Child Psychology, 239, 105777. https://doi.org/10.1016/j.jecp.2023.105777
Alvarez-Vargas, D., Lopez Perez, J. P., Bermudez, V. N., Beltrán-Grimm, S., Santana, E., Begolli, K., & Bustamante, A. S. (2023). Evidence-based designs for physically active and playful math learning. Theory Into Practice, 62(2), 166–180. https://doi.org/10.1080/00405841.2023.2202131
Clements, D. H., Sarama, J., Layzer, C., & Unlu, F. (2023). Implementation of a scale-up model in early childhood: Long-term impacts on mathematics achievement. Journal for Research in Mathematics Education, 54(1), 64-88. https://doi.org/10.5951/jresematheduc-2020-0245
Clements, D. H., & Sarama, J. (2023). Rethinking STEM in the elementary grades: Honoring the special role of math in cognitive development. American Educator, 47(1), 16-21. https://www.aft.org/ae/spring2023/clements_sarama
Dong, Y., Dumas, D. G., Clements, D. H., Day-Hess, C. A., & Sarama, J. (2023). Evaluating the consequential validity of the Research-Based Early Mathematics Assessment. Journal of Psychoeducational Assessment. https://doi.org/10.1177/07342829231165812
Dong, Y., Dumas, D. G., Clements, D. H., & Sarama, J. (2023). Developing a trajectory deviance index for dynamic measurement modeling. The Journal of Experimental Education, 91(2), 358-379. https://doi.org/10.1080/00220973.2022.2044280
Kacan, M. O., Karacelik, S., Aktug, N. D., Clements, D. H., & Sarama, J. (2023). The effect of the Building Blocks education program on Turkish preschool children’s recognition of geometrical shapes. European Journal of Educational Sciences, 10(1), 53-68. https://doi.org/10.19044/ejes.v10no1a53
Kutaka, T. S., Chernyavskiy, P., Sarama, J., & Clements, D. H. (2023). Ordinal models to analyze strategy sophistication: Evidence from a learning trajectory efficacy study. Journal of School Psychology, 97, 77-100. https://doi.org/10.1016/j.jsp.2023.01.002
2022

Clements, D. H., Sarama, J., Tatsuoka, C., Banse, H. W., & Tatsuoka, K. K. (2022). Evaluating a model for developing cognitively diagnostic adaptive assessments: The case of young children’s length measurement. Journal of Research in Childhood Education, 36(1), 143-158. https://doi.org/10.1080/02568543.2021.1895921
Baroody, A. J., Clements, D. H., & Sarama, J. (2022). Lessons learned from 10 experiments that tested the efﬁcacy and assumptions of hypothetical learning trajectories. Education Sciences, 12, 195. https://doi.org/10.3390/educsci12030195

Dong, Y., Clements, D. H., Sarama, J., Dumas, D., Banse, H. W., & Day-Hess, C. A. (2022). Mathematics and executive function competencies in the context of interventions: A quantile regression analysis. Journal of Experimental Education (Section: Learning, Instruction, and Cognition), 90(2), 297-318.
Clements, Douglas H. and the National Academies of Science, Engineering, and Medicine (2022). Science and engineering in preschool through elementary grades: The brilliance of children and the strengths of educators. The National Academies Press. https://doi.org/10.17226/25912

Clements, D. H., Guss, S. S., & Sarama, J. (2022). Challenging but achievable math for young children: Learning and teaching with learning trajectories. Mathematics Teacher: Learning and Teaching PK-12, 115(7), 486-475. https://doi.org/10.5951/MTLT.2021.0252

Guss, S. S., Clements, D. H., & Sarama, J. (2022). High-quality early math: Learning and teaching with trajectories and technologies. In A. Betts & K.-P. Thai (Eds.), Innovative approaches to early childhood development and school readiness (pp. 349-373). IGI Global. https://doi.org/10.4018/978-1-7998-8649-5.ch015

Rupnow, T. J., O’Dell, J. R., Barrett, J. E., Cullen, C. J., Clements, D. H., Sarama, J., & Rutherford, G. c. (2022). Children’s construction of a volume calculation algorithm for a rectangular prism with a dynamic virtual manipulative. Journal of Mathematical Behavior, 67. https://doi.org/10.1016/j.jmathb.2022.100998
2021

Banse, H. W., Clements, D. H., Sarama, J., Day-Hess, C. A., & Joswick, C. (2021). Supporting executive function development and early mathematics through a geometry activity. Young Children, 76(3), 75-82.
Clements, D. H., & Sarama, J. (2021). Learning and teaching early math: The learning trajectories approach (3rd ed.). New York, NY: Routledge.
Clements, D. H. (2021). Subitizing: What is it? Why teach it? Teaching Children Mathematics, 114(12), 984–991. https://pubs.nctm.org/view/journals/mtlt/114/12/article-p984.xml
Clements, D. H., Sarama, J., Baroody, A. J., Kutaka, T. S., Chernyavskiy, P., Joswick, C., Cong, M., & Joseph, E. (2021). Comparing the efficacy of early arithmetic instruction based on a learning trajectory and teaching-to-a-target. Journal of Educational Psychology, 113(7), 1323–1337. https://doi.org/doi.org/10.1037/edu0000633
Clements, D. H., & Sarama, J. (2021). STEM or STEAM or STREAM? Integrated or interdisciplinary? In C. Cohrssen & S. Garvis (Eds.), Embedding STEAM in early childhood education and care (pp. 261-275). Palgrave Macmillan.
Clements, D. H., & Sarama, J. (2021). Sustainable, scalable professional development in early mathematics: Strategies, evaluation, and tools. In Y. Li, R. E. Howe, W. J. Lewis, & J. J. Madden (Eds.), Developing mathematical proficiency for elementary instruction (pp. 221-238). Springer. https://doi.org/10.1007/978-3-030-68956-8

Dong, Y., Clements, D. H., Day-Hess, C. A., Sarama, J., & Dumas, D. G. (2021). Measuring early childhood mathematical cognition: Validating and equating two forms of the research-based early mathematics assessment. Journal of Psychoeducational Assessment, 39(8), 983–998. https://doi.org/10.1177/07342829211037195
Fuson, Karen & Clements, Douglas & Sarama, Julie. (2021). Commentary on “Alignment Between Children’s Numeracy Performance, the Kindergarten Common Core State Standards for Mathematics, and State-Level Early Learning Standards”. AERA Open. 7. 233285842110171. DOI: 10.1177/23328584211017148.
Lizcano, R., & Zarate, R. (2021). Challenges and Sources of Support for Latina Students in STEM. In B. Polnick, B. Irby, & J. Ballenger (Eds.), Girls and women of color in STEM: Navigating the double bind (pp. 35-54). Charlotte, NC: Information Age Publishing Inc
Mulcahy, C., Day Hess, C. A., Clements, D. H., Ernst, J. R., Pan, S. E., Mazzocco, M. M. M., & Sarama, J. (2021). Supporting young children’s development of executive function through early mathematics. Policy Insights from the Behavioral and Brain Sciences, 8(2), 192-199. DOI: 10.1177/23727322211033005
Sarama, J., & Clements, D. H. (2021). Long-range impact of a scale-up model on mathematics teaching and learning: Persistence, sustainability, and diffusion. Journal of Cognitive Education and Psychology 20(2), 112-122. https://doi.org/10.1891/JCEP-D-20-00005
Sarama, J., Clements, D. H., Baroody, A. J., Kutaka, T. S., Chernyavskiy, P., Shi, J., & Cong, M. (2021). Testing a theoretical assumption of a learning-trajectories approach in teaching length measurement to kindergartners. AERA Open, 7(1), 1-15. https://doi.org/10.1177/23328584211026657
Sarama, J., Clements, D. H., Barrett, J. E., Cullen, C. J., & Hudyma, A. (2022). Length measurement in the early years: Teaching and learning with learning trajectories. Mathematical Thinking and Learning, 24(4), 267-290. https://doi.org/10.1080/10986065.2020.1858245
Wan, S., Bond, T. N., Lang, K., Clements, D. H., Sarama, J., & Bailey, D. H. (2021). Is intervention fadeout a scaling artefact? Economics of Education Review, 82. https://doi.org/10.1016/j.econedurev.2021.102090
2020

Clements, D. H., Sarama, J., Layzer, C., Unlu, F., & Fesler, L. (2020). Effects on mathematics and executive function of a mathematics and play intervention versus mathematics alone. Journal for Research in Mathematics Education, 51(3), 301-333. https://doi.org/10.5951/jresemtheduc-2019-0069

Clements, D. H., Dumas, D., Dong, Y., Banse, H. W., Sarama, J., & Day-Hess, C. A. (2020). Strategy diversity in early mathematics classrooms. Contemporary Educational Psychology, 60. doi: 10.1016/j.cedpsych.2019.101834

Clements, D. H., Banse, H. W., Sarama, J., Tatsuoka, C., Joswick, C., Hudyma, A., Van Dine, D.W., & Tatsuoka, K.K. (2020) Young children’s actions on length measurement tasks: strategies and cognitive attributes, Mathematical Thinking and Learning, DOI: 10.1080/10986065.2020.1843231
Clements, D. H., Sarama, J., Baroody, A. J., & Joswick, C. (2020). Efficacy of a learning trajectory approach compared to a teach-to-target approach for addition and subtraction. ZDM Mathematics Education, 52, 637–648. doi: 10.1007/s11858-019-01122-z
Clements, D. H., & Sarama, J. (2020). Mathematics in early-learning environments. In L. Cohen & S. Waite-Stupiansky (Eds.), STEM in early childhood education: How science, technology, engineering, and mathematics strengthen learning (pp. 63-80). New York, NY: Routledge.

Clements, D. H., Sarama, J., Brenneman, K., Duke, N. K., & Hemmeter, M. L. (2020). STREAM education at work—No, at play! A toy-making unit. YC Young Children, 75(2), 36-43.
Clements, Douglas & Sarama, Julie & Baroody, Arthur & Kutaka, Traci & Chernyavskiy, Pavel & Joswick, Candace & Menglong, Cong, & Ellen, Joseph,. (2020). Comparing the efficacy of early arithmetic instruction based on a learning trajectory and teaching-to-a-target. Journal of Educational Psychology. DOI: 10.1037/edu0000633.

Clements, D. H., Vinh, M., Lim, C.-I., & Sarama, J. (2020). STEM for inclusive excellence and equity. Early Education and Development, 32(1), 148-171. https://doi.org/10.1080/10409289.2020.1755776
Clements, D.H., & Sarama, J. (2020). Learning and Teaching Early Math: The Learning Trajectories Approach (3rd ed.). Routledge. https://doi.org/10.4324/9781003083528
Clements, Douglas & Sarama, Julie & Baroody, Arthur & Joswick, Candace. (2020). Efficacy of a learning trajectory approach compared to a teach-to-target approach for addition and subtraction. ZDM. 52. DOI: 10.1007/s11858-019-01122-z.

Holland W. Banse, Douglas H. Clements, Crystal Day-Hess, Julie Sarama, Marisa Simoni & Julia Ratchford. (2020) Teaching moves and preschoolers’ arithmetical accuracy, The Journal of Educational Research, 113:6, 418-430, DOI: 10.1080/00220671.2020.1846484
Sarama, J., & Clements, D. H. (2020). Promoting a good start: Technology in early childhood mathematics. In E. Arias, J. Cristia & S. Cueto (Eds.), Learning mathematics in the 21st Century: Adding technology to the equation (pp. 181-223). Washington, DC: Inter-American Development Bank.
Sarama, J., & Clements, D. H. (2020). Technology in early childhood education. In O. N. Saracho (Ed.), Handbook of research on the education of young children (Vol. 4, pp. 183-198). New York, NY: Routledge.
2019

Baroody, A. J., Clements, D. H., & Sarama, J. (2019). Teaching and learning mathematics in early childhood programs. In C. Brown, M. B. McMullen & N. File (Eds.), Handbook of Early Childhood Care and Education (1st ed., pp. 329-353). Hoboken, NJ: Wiley Blackwell
Clements, D. H. (2019). Size sequencing: Increasingly important for theory, research, and practice. [Peer commentary on the article “The Development of Size Sequencing Skills: An Empirical and Computational Analysis” by M. McGonigle-Chalmers and I. Kusel]. Monograph Matters. Monographs of the Society for Research in Child Development, 84(4), 1-5. doi: https://doi.org/10.1111/mono.12411
Clements, D. H., Fuson, K. C., & Sarama, J. (2019). Critiques of the common core in early math: A research-based response. Journal for Research in Mathematics Education, 50(1), 11–22. doi:10.5951/jresematheduc.50.1.001
Clements, D. H., Sarama, J., Baroody, A. J., Joswick, C., & Wolfe, C. B. (2019). Evaluating the efficacy of a learning trajectory for early shape composition. American Educational Research Journal, 56(6), 2509-2530. doi: 10.3102/0002831219842788
Clements, D. H., Fuson, K. C., & Sarama, J. (2019). Critiques of the common core in early math: A research-based response. Journal for Research in Mathematics Education, 50(1), 11–22. doi:10.5951/jresematheduc.50.1.0011
Clements, D. H., & Sarama, J. (2019). Executive function and early mathematical learning difficulties. In A. Fritz, V. G. Haase & P. Räsänen (Eds.), International handbook of mathematical learning difficulties: From the laboratory to the classroom (pp. 755-771). Cham, Switzerland: Springer. doi:10.1007/978-3-319-97148-3
Clements, D. H., Sarama, J., & MacDonald, B. L. (2019). Subitizing: The neglected quantifier. In N. Anderson & M. W. Alibali (Eds.), Constructing number: Merging perspectives from psychology and mathematics education (pp. 13-45). Gateway East, Singapore: Springer. doi:10.1007/978-3-030-00491-0
Dumas, D., McNeish, D., Sarama, J., & Clements, D. (2019). Preschool mathematics intervention can significantly improve student learning trajectories through elementary school. AERA Open, 5(4), 1-5. doi:10.1177/2332858419879446
Kang, C. Y., Duncan, G. J., Clements, D. H., Sarama, J., & Bailey, D. H. (2019). The roles of transfer of learning and forgetting in the persistence and fadeout of early childhood mathematics interventions. Journal of Educational Psychology, 111(4), 590–603. https://doi.org/10.1037/edu0000297
Sarama, J., & Clements, D. H. (2019). Research and curricula. In K. R. Leatham (Ed.), Designing, conducting, and publishing quality research in mathematics education. Research in mathematics education, (pp. 61-83). Cham, Switzerland: Springer. doi:10.1007/978-3-030-23505-5_5
Sarama, J., & Clements, D. H. (2019). Learning trajectories in early mathematics education. In D. Siemon, T. Barkatsas & R. Seah (Eds.), Researching and using progressions (trajectories) in mathematics education (pp. 32-55). Rotterdam, The Netherlands: Sense Publishers.
Sarama, J., & Clements, D. H. (2019). The Building Blocks and TRIAD projects. In P. Sztajn & P. H. Wilson (Eds.), Learning trajectories for teachers: Designing effective professional development for math instruction (pp. 104-131). New York, NY: Teachers College Press.
Sarama, J., & Clements, D. H. (2019). From cognition to curriculum to scale. In D. C. Geary, D. B. Berch & K. M. Koepke (Eds.), Cognitive foundations for improving mathematical learning (Vol. 5, pp. 143-173). San Diego, CA: Academic Press (an Elsevier imprint). doi:10.1016/bs.acdb.2017.03.003
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2018

Bailey, D. H., Duncan, G. J., Watts, T. W., Clements, D. H., & Sarama, J. (2018). Risky business: Correlation and causation in longitudinal studies of skill development. American Psychologist, 73(1), 81-94.
Clements, D. H., Sarama, J., Swaminathan, S., Weber, D., & Trawick-Smith, J. (2018). Teaching and learning Geometry: Early foundations. Quadrante, 27(2), 7-31.
Clements, D. H., & Sarama, J. (2018). Myths of early math. Education Sciences, 8(71), 1-8. doi:10.3390/educsci8020071
Clements, D. H., & Sarama, J. (2018). Myths of early math. Education Sciences, 8(71), 1-8. doi:10.3390/educsci8020071
Clements, D. H., & Joswick, C. (2018). Broadening the horizons of research on discovery-based learning. Instructional Science, 46(1), 155-167. doi:10.1007/s11251-018-9449-1
Clements, D. H., Sarama, J., Barrett, J. E., Van Dine, D. W., Cullen, C. J., Hudyma, A., Dolgin, R, Cullen, A. L. & Eames, C. L. (2018). Evaluation of three interventions teaching area measurement as spatial structuring to young children. The Journal of Mathematical Behavior, 50, 23-41. doi:10.1016/j.jmathb.2017.12.004
Celedòn-Pattichis, S., Peters, S. A., Borden, L. L., Males, J. R., Pape, S. J., Chapman, O., Clements, D. H., & Leonard, J. (2018). Asset-based approaches to equitable mathematics education research and practice. Journal for Research in Mathematics Education, 49(4), 373–389. doi:10.5951/jresematheduc.49.4.037
Cullen, A. L., Eames, C. L., Cullen, C. J., Barrett, J. E., Sarama, J., Clements, D. H., & Van Dine, D. W. (2018). Effects of three interventions on children's spatial structuring and coordination of area units. Journal for Research in Mathematics Education, 49(5), 533-574.Clements, D. H., & Sarama, J. (2018). Myths of early math. Education Sciences, 8(71), 1-8. doi:10.3390/educsci8020071
Foster, M. E., Anthony, J. L., Clements, D. H., Sarama, J., & Williams, J. J. (2018). Hispanic dual language learning kindergarten students response to a numeracy intervention: A randomized control trial. Early Childhood Research Quarterly, 43, 83–95. doi:10.1016/j.ecresq.2018.01.009

Germeroth, C., Bodrova, E., Day-Hess, C. A., Barker, J., Sarama, J., Clements, D. H., & Layzer, C. (2019). Play it high, play it low: Examining the reliability and validity of a new observation tool to assess children’s make-believe play. American Journal of Play, 11(2), 183-221.
Jenkins, J. M., Watts, T. W., Magnuson, K. A., Gershoof, E., Clements, D. H., Sarama, J., & Duncan, G. J. (2018). Do high quality kindergarten and first grade classrooms mitigate preschool fadeout? Journal of Research on Educational Effectiveness, 11(3), 339-374. doi:10.1080/19345747.2018.1441347

Watts, T. W., Duncan, G. J., Clements, D. H., & Sarama, J. (2018). What is the long-run impact of learning mathematics during preschool? Child Development, 89(2), 539–555. doi:10.1111/cdev.12713
2017

INTERVENTIONS IN EARLY MATHEMATICS: AVOIDING POLLUTION AND DILUTION
Sarama, J., & Clements, D. H. (2017). Interventions in early mathematics: Avoiding pollution and dilution. Advances in Child Development and Behavior, 53, 95-126.
THE DREME NETWORK: RESEARCH AND INTERVENTIONS IN EARLY CHILDHOOD MATHEMATICS
Day-Hess, C. A., & Clements, D. H. (2017). The DREME network: Research and interventions in early childhood mathematics. Advances in Child Development and Behavior, 53, 1-42.
2014

SUSTAINABILITY OF A SCALE-UP INTERVENTION IN EARLY MATHEMATICS: A LONGITUDINAL EVALUATION OF IMPLEMENTATION FIDELITY
Sarama, Julie, Douglas H. Clements, Christopher B. Wolfe, and Mary Elaine Spitler. "Sustainability of a Scale-Up Intervention in Early Mathematics: A Longitudinal Evaluation of Implementation Fidelity." Early Education and Development 26.3 (2014): 427-49.
2013

LONGITUDINAL EVALUATION OF A SCALE-UP MODEL FOR TEACHING MATHEMATICS WITH TRAJECTORIES AND TECHNOLOGIES: PERSISTENCE OF EFFECTS IN THE THIRD YEAR
Clements, D.H., Sarama, J., Wolfe, C.B., & Spitler, M. E. (2013). Longitudinal evaluation of a scale-up model for teaching mathematics with trajectories and technologies: Persistence of effects in the third year. American Educational Research Journal, 50(4), 812 - 850. doi: 10.3102/0002831212469270.
BOOK CHAPTER - LESSONS LEARNED IN THE IMPLEMENTATION OF THE TRIAD SCALE-UP MODEL: TEACHING EARLY MATHEMATICS WITH TRAJECTORIES AND TECHNOLOGIES
Sarama, J., & Clements, D.H. (2013).Lessons learned in the implementation of the TRIAD scale-up model: Teaching early mathematics with trajectories and technologies. In T. G. Halle, A. J. Metz & I. Martinez-Beck (Eds.), Applying implementation science in early childhood programs and systems (pp. 173-191). Baltimore, MD: Brookes.
BUILDING BLOCKS, VOLUMES 1 AND 2
Clements, D.H., & Sarama, J. (2013). Building Blocks, Volumes 1 and 2. Columbus, OH: McGraw-Hill (2 volumes, Teacher's Edition, Teacher's Resource Guide, Assessment Guide).
2012

THE IMPACTS OF AN EARLY MATHEMATICS CURRICULUM ON EMERGING LITERACY AND LANGUAGE
Sarama, J., Lange, A., Clements, D.H., & Wolfe, C.B. (2012). The impacts of an early mathematics curriculum on emerging literacy and language. Early Childhood Research Quarterly, 27(3), 489-502.
2011

EARLY CHILDHOOD MATHEMATICS INTERVENTION
Clements, D.H., & Sarama, J. (2011). Early childhood mathematics intervention. Science, 333(6045), 968-970.
MATHEMATICS LEARNED BY YOUNG CHILDREN IN AN INTERVENTION BASED ON LEARNING TRAJECTORIES: A LARGE SCALE CLUSTER RANDOMIZED TRIAL
Clements, D.H., Sarama, J., Spitler, M.E., Lange, A.A., & Wolfe, C.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.
2008

EFFECTS OF A PRESCHOOL MATHEMATICS CURRICULUM: SUMMATIVE RESEARCH ON THE BUILDING BLOCKS PROJECT
Clements, D. H., and J. Sarama. "Experimental Evaluation of the Effects of a Research-Based Preschool Mathematics Curriculum." American Educational Research Journal 45.2 (2008): 443-94.