Julie Sarama

Bio: Julie Sarama is an academic researcher from University of Denver. The author has contributed to research in topics: Early childhood education & Curriculum. The author has an hindex of 40, co-authored 156 publications receiving 7678 citations. Previous affiliations of Julie Sarama include University of South Florida & State University of New York System.

Early Childhood Mathematics Education Research: Learning Trajectories for Young Children

Abstract: Preface Appreciation the Funding Agencies Part I: Introduction 1. Early Childhood Mathematics Learning Part II: Number and Quantitative Thinking 2. Quantity, Number, and Subitizing 3. Verbal and Object Counting 4: Comparing, Ordering, and Estimating 5. Arithmetic: Early Addition and Subtraction and Counting Strategies 6. Arithmetic: Composition of Number, Place Value, and Multidigit Addition and Subtraction Part III: Geometry and Spatial Thinking 7. Spatial Thinking 8. Shape 9. Composition and Decomposition of Shapes Part IV: Geometric Measurement 10. Geometric Measurement, Part 1: Length 11. Geometric Measurement, Part 2: Area, Volume, and Angle Part V: Other Content Domains and Processes 12. Other Content Domains 13. Mathematical Processes 14. Professional Development and Scaling Up Notes References Index

Learning and Teaching Early Math: The Learning Trajectories Approach

Abstract: 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 Julie 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 Learning 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.

Effects of a Preschool Mathematics Curriculum: Summative Research on the Building Blocks Project

Abstract: This study evaluated the efficacy of a preschool mathematics program based on a comprehensive model of developing research-based software and print curricula. Building Blocks, funded by the National Science Foundation, is a curriculum development project focused on creating research-based, technology-enhanced mathematics materials for pre-K through grade 2. In this article, we describe the underlying principles, development, and initial summative evaluation of the first set of resulting materials as they were used in classrooms with children at risk for later school failure. Experimental and comparison classrooms included two principal types of public preschool programs serving low-income families: state funded and Head Start prekindergarten programs. The experimental treatment group score increased significantly more than the comparison group score; achievement gains of the experimental group approached the sought-after 2-sigma effect of individual tutoring. This study contributes to research showing that focused early mathematical interventions help young children develop a foundation of informal mathematics knowledge, especially for children at risk for later school failure.

Learning Trajectories in Mathematics Education

Abstract: (2004). Learning Trajectories in Mathematics Education. Mathematical Thinking and Learning: Vol. 6, No. 2, pp. 81-89.

Experimental Evaluation of the Effects of a Research-Based Preschool Mathematics Curriculum:

Abstract: A randomized-trials design was used to evaluate the effectiveness of a preschool mathematics program based on a comprehensive model of researchbased curricula development. Thirty-six preschool classrooms were assigned to experimental (Building Blocks), comparison (a different preschool mathematics curriculum), or control conditions. Children were individually pre- and posttested, participating in 26 weeks of instruction in between. Observational measures indicated that the curricula were implemented with fidelity, and the experimental condition had significant positive effects on classrooms’ mathematics environment and teaching. The experimental group score increased significantly more than the comparison group score (effect size = 0.47) and the control group score (effect size = 1.07). Early interventions can increase the quality of the mathematics environment and help preschoolers develop a foundation of mathematics knowledge.

经验与教育 = Experience and education

Abstract: Experience and Educationis the best concise statement on education ever published by John Dewey, the man acknowledged to be the pre-eminent educational theorist of the twentieth century. Written more than two decades after Democracy and Education(Dewey's most comprehensive statement of his position in educational philosophy), this book demonstrates how Dewey reformulated his ideas as a result of his intervening experience with the progressive schools and in the light of the criticisms his theories had received. Analysing both "traditional" and "progressive" education, Dr. Dewey here insists that neither the old nor the new education is adequate and that each is miseducative because neither of them applies the principles of a carefully developed philosophy of experience. Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience and its relation to education. He particularly urges that all teachers and educators looking for a new movement in education should think in terms of the deeped and larger issues of education rather than in terms of some divisive "ism" about education, even such an "ism" as "progressivism." His philosophy, here expressed in its most essential, most readable form, predicates an American educational system that respects all sources of experience, on that offers a true learning situation that is both historical and social, both orderly and dynamic.

Experience and Education.

Abstract: Preparing the books to read every day is enjoyable for many people. However, there are still many people who also don't like reading. This is a problem. But, when you can support others to start reading, it will be better. One of the books that can be recommended for new readers is experience and education. This book is not kind of difficult book to read. It can be read and understand by the new readers.