All Publications

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

2024

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

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

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

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
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
has context menuParagraph
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.