All Publications

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

• 2024

  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 

• 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.