Professional Development Publications

Marsico Institute researchers tackle how professional development in early mathematics can be most effective and how these interventions impact early education outcomes.

  • 2021

    SUSTAINABLE, SCALABLE PROFESSIONAL DEVELOPMENT IN EARLY MATHEMATICS: STRATEGIES, EVALUATION, AND TOOLS

    Young children in many US classrooms have limited opportunities to learn mathematics because their teachers are not well-prepared. The TRIAD model’s professional development has shown large significant effects on early childhood teachers’ beliefs and practice, as well as these teachers’ positive effects on children from low-resource communities, especially children with minority racial backgrounds. At the core of TRIAD are research-validated learning trajectories (LTs). We describe the professional development (PD) strategies we used, including an online tool, the “Learning and Teaching with Learning Trajectories” application (LearningTrajectories.org) that was central to the PD. We discuss the importance of LTs, then TRIAD’s use of LTs as the core of the approach to PD, and end with the empirical evidence supporting the efficacy and equity of this approach in mathematics teacher education.

    • Clements D.H., Sarama J. (2021) Sustainable, Scalable Professional Development in Early Mathematics: Strategies, Evaluation, and Tools. In: Li Y., Howe R.E., Lewis W.J., Madden J.J. (eds) Developing Mathematical Proficiency for Elementary Instruction. Advances in STEM Education. Springer, Cham. doi.org/10.1007/978-3-030-68956-8_10
  • 2020

    LEARNING AND TEACHING EARLY MATH: THE LEARNING TRAJECTORIES APPROACH (3RD EDITION)

    The third edition of this significant and groundbreaking book summarizes current research into how young children learn mathematics and how best to develop foundational knowledge to realize more effective teaching. Using straightforward, practical language, early math experts Douglas Clements and Julia Sarama show how learning trajectories help teachers understand children’s level of mathematical understanding and lead to better teaching. By focusing on the inherent delight and curiosity behind young children’s mathematical reasoning, learning trajectories ultimately make teaching more joyous: helping teachers understand the varying levels of knowledge exhibited by individual students, it allows them to better meet the learning needs of all children. This thoroughly revised and contemporary third edition of Learning and Teaching Early Math remains the definitive, research-based resource to help teachers understand the learning trajectories of early mathematics and become confident, credible professionals. The new edition draws on numerous new research studies, offers expanded international examples, and includes updated illustrations throughout. This new edition is closely linked with Learning and Teaching with Learnings Trajectories-[LT]2-an open-access, web-based tool for early childhood educators to learn about how children think and learn about mathematics. Head to LearningTrajectories.org for ongoing updates, interactive games, and practical tools that support classroom learning.

  • 2017

    COACHING IN EARLY MATHEMATICS

    Germeroth, C., & Sarama, J. (2017). Coaching in early mathematics. Advances in Child Development and Behavior, 53, 127-168.

     

  • 2016

    PROFESSIONAL DEVELOPMENT IN EARLY MATHEMATICS: EFFECTS OF AN INTERVENTION BASED ON LEARNING TRAJECTORIES ON TEACHERS' PRACTICES

    Sarama, J., Clements, D. H., Wolfe, C. B., & Spitler, M. E. (2016).Professional development in early mathematics: Effects of an intervention based on learning trajectories on teachers’ practices. Nordic Studies in Mathematics Education, 21(4), 29–55.

  • 2011

    EARLY CHILDHOOD TEACHER EDUCATION: THE CASE OF GEOMETRY

    Clements, D.H., & Sarama, J. (2011). Early childhood teacher education: The case of geometry. Journal of Mathematics Teacher Education, 14(2), 113-148.