Douglas Clements

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Distrnguished University Professor

University of Denver

United States

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About

Douglas Clements is a Distinguished University Professor at the University of Denver, USA. His research primarily focuses on early mathematics education, exploring topics such as learning trajectories, teaching practices, and STEM interventions. Recent publications include systematic reviews and innovative approaches to support inclusive and individualized instructional experiences in mathematics and computational thinking for young learners.

Recent Grants

Grant: Close

Evaluating the Efficacy of Learning Trajectories in Early Mathematics

Open Date: 2015-07-01

Close Date: 2019-06-30

Grant: Close

Using Rule Space and Poset-based Adaptive Testing Methodologies to Identify Ability Patterns in Early Mathematics and Create a Comprehensive Mathematics Ability Test

Open Date: 2012-09-01

Close Date: 2018-02-28

Grant: Close

Learning Trajectories to Support the Growth of Measurement Knowledge: Pre-K through Middle School

Open Date: 2012-08-01

Close Date: 2018-07-31

Grant: Close

Developing Teaching Expertise in K-5 Mathematics

Open Date: 2011-09-01

Close Date: 2018-08-31

Grant: Close

Longitudinal Study of a Successful Scaling-Up Project: Extending TRIAD

Open Date: 2011-05-01

Close Date: 2014-04-30

Articles (18)

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2021

Collaborators (7)

Yuly Marsela Vanegas Muñoz

Profesora Lectora Serra Húnter

Universitat de Girona

SPAIN

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Yixiao Dong

Assistant Professor

University of Denver

UNITED STATES

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Hsiu-Wen Yang

University of North Carolina

UNITED STATES

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Chih Ing Lim

University of North Carolina at Chapel Hill

UNITED STATES

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Jeffrey Barrett

Professor

Illinois State University

UNITED STATES

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Julie Sarama

University of Denver

UNITED STATES

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Candace Joswick

UNITED STATES

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Douglas Clements

Research Interests

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About

Recent Grants

Articles (18)

How Teaching Practices Relate to Early Mathematics Competencies: A Non-Linear Modeling Perspective

Systematic review of learning trajectories in early mathematics

Best of Both Worlds: Developing an Innovative, Integrated, Intelligent, and Interactive System of Technologies Supporting In-Person and Digital Experiences for Early Mathematics

Reporting and Analyzing Demographics in U.S.-American Early STEM Intervention Literature: A Systematic Review

Designing Inclusive Computational Thinking Learning Trajectories for the Youngest Learners

Addressing Uncodable Behaviors: A Bayesian Ordinal Mixture Model Applied to a Mathematics Learning Trajectory Teaching Experiment

Classroom strategy diversity and early mathematical growth across intervention conditions

Research and Pedagogies for Early Math

Developing a Trajectory Deviance Index for Dynamic Measurement Modeling

Modeling individual differences in the timing of change onset and offset.

Building Learning Trajectories for Intentional, Inclusive, and Individualized Instructional Experiences in STEM

Young children’s actions on length measurement tasks: strategies and cognitive attributes

Mathematics and Executive Function Competencies in the Context of Interventions: A Quantile Regression Analysis

Lessons Learned from 10 Experiments That Tested the Efficacy and Assumptions of Hypothetical Learning Trajectories

Evaluating a Model for Developing Cognitively Diagnostic Adaptive Assessments: The Case of Young Children’s Length Measurement

Length measurement in the early years: teaching and learning with learning trajectories

Long-Range Impact of a Scale-up Model on Mathematics Teaching and Learning: Persistence, Sustainability, and Diffusion

Comparing the efficacy of early arithmetic instruction based on a learning trajectory and teaching-to-a-target.

Collaborators (7)

Yuly Marsela Vanegas Muñoz

Yixiao Dong

Hsiu-Wen Yang

Chih Ing Lim

Jeffrey Barrett

Julie Sarama

Candace Joswick

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