Julie Sarama
Julie Sarama is a Kennedy Endowed Chair in Innovative Learning Technologies and Professor at the University of Denver.
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Blog posts
Reimagine Calendar Activities in Early Childhood Classrooms
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Play, Mathematics, and False Dichotomies
Read more →Publications
Best of Both Worlds: Developing an Innovative, Integrated, Intelligent, and Interactive System of Technologies Supporting In-Person and Digital Experiences for Early Mathematics
Authors: Clements, D., Stark Guss, S., Sarama, J. & Daniela Alvarez-Vargas
2024 in Computers in the Schools
Systematic review of learning trajectories in early mathematics
Authors: Clements, D. & Sarama, J.
2024 in ZDM - Mathematics Education
Does use of a hypothetical learning progression promote learning of the cardinal-count concept and give-n performance?
Authors: Clements, D., Sarama, J. & Baroody, A. J.
2024 in Journal of Mathematical Behavior
Longitudinal investigation of early mathematical achievement and classroom strategic diversity: A replication and extension study
Authors: Clements, D., Dong, Y., Day-Hess, C. & Sarama, J.
2024 in Learning and Individual Differences
Is intervention fadeout a scaling artifact?
Authors: Wan, S., Bond, T. N., Lang, K., Clements, D., Sarama, J. & Bailey, D. H.
Examining and developing fourth grade children’s area estimation performance
Authors: Eames, C. L., Barrett, J. E., Cullen, C. J., Rutherford, G., Klanderman, D., Clements, D., Sarama, J. & Van Dine, D. W.
2020 in School Science and Mathematics
Strategy diversity in early mathematics classrooms
Authors: Clements, D., Dumas, D., Dong, Y., Banse, H., Sarama, J. & Day-Hess, C.
2020 in Contemporary Educational Psychology
Efficacy of a learning trajectory approach compared to a teach-to-target approach for addition and subtraction
Authors: Clements, D., Sarama, J., Baroody, A. J. & Joswick, C.
2020 in ZDM Mathematics Education
STREAM education at work—No, at play! A toy-making unit
Authors: Clements, D., Sarama, J., Brenneman, K., Duke, N. K. & Hemmeter, M. L.
2020 in YC Young Children
Effects on mathematics and executive function of a mathematics and play intervention versus mathematics alone
Authors: Clements, D., Sarama, J., Layzer, C., Unlu, F. & Fesler, L.
2020 in Journal for Research in Mathematics Education
STEM for inclusive excellence and equity
Authors: Clements, D., Vinh, M., Lim, C.-I. & Sarama, J.
2020 in Early Education and Development
Is intervention fadeout a scaling artefact?
Authors: Wan, S., Bond, T. N., Lang, K., Clements, D., Sarama, J. & Bailey, D. H.
2021 in Economics of Education Review
Testing a theoretical assumption of a learning-trajectories approach in teaching length measurement to kindergartners
Authors: Sarama, J., Clements, D., Baroody, A. J., Kutaka, T. S., Chernyavskiy, P., Shi, J. & Cong, M.
2021 in AERA Open
Supporting young children’s development of executive function through early mathematics
Authors: Mulcahy, C., Day-Hess, C., Clements, D., Ernst, J., Pan, S., Mazzocco, M. & Sarama, J.
2021 in Policy Insights from the Behavioral and Brain Sciences
Measuring early childhood mathematical cognition: Validating and equating two forms of the research-based early mathematics assessment
Authors: Dong, Y., Clements, D., Day-Hess, C., Sarama, J. & Dumas, D. G.
2021 in Journal of Psychoeducational Assessment
STEM or STEAM or STREAM? Integrated or interdisciplinary?
Authors: Clements, D. & Sarama, J.
2021 in Embedding STEAM in Early Childhood Education and Care
Learning and teaching early math: The learning trajectories approach
Authors: Clements, D. & Sarama, J.
2021 in Routledge
Comparing the efficacy of early arithmetic instruction based on a learning trajectory and teaching-to-a-target
Authors: Clements, D., Sarama, J., Baroody, A. J., Kutaka, T. S., Chernyavskiy, P., Joswick, C., Cong, M. & Joseph, E.
2021 in Journal of Educational Psychology
Young children’s actions on length measure tasks: Strategies and cognitive attributes
Authors: Clements, D., Banse, H., Sarama, J., Tatsuoka, C., Joswick, C., Hudyma, A., Van Dine, D. W. & Tatsuoka, K. K.
2021 in Mathematical Thinking and Learning
Sustainable, scalable professional development in early mathematics: Strategies, evaluation, and tools
Authors: Clements, D. & Sarama, J.
2021 in Springer
Supporting executive function development and early mathematics through a geometry activity
Authors: Banse, H., Clements, D., Sarama, J., Day-Hess, C. & Joswick, C.
2021 in Young Children
High-quality early math: Learning and teaching with trajectories and technologies
Authors: Stark Guss, S., Clements, D. & Sarama, J.
2022 in Handbook of Research on Innovative Approaches to Early Childhood Development and School Readiness
Evaluating a model for developing cognitively diagnostic adaptive assessments: The case of young children’s length measurement
Authors: Clements, D., Sarama, J., Tatsuoka, C., Banse, H. & Tatsuoka, K.K.
2022 in Journal of Research in Childhood Education
Challenging but achievable math for young children: Learning and teaching with learning trajectories.
Authors: Clements, D., Stark Guss, S. & Sarama, J.
2022 in Mathematics Teacher: Learning and Teaching PK-12
Lessons learned from 10 experiments that tested the efficacy and assumptions of hypothetical learning trajectories
Authors: Baroody, A., Clements, D. & Sarama, J.
2022 in Education Sciences
What is developmentally appropriate teaching?
Authors: Clements, D., Fuson, K. C. & Sarama, J.
2017 in National Council of Teachers of Mathematics
The research-based balance in early childhood mathematics: A response to Common Core criticisms
Authors: Clements, D.
2017
Developing workable attributes for psychometric models based on the Q-Matrix
Authors: Tatsuoka, C., Clements, D., Sarama, J., Izsák, A., Orrill, C. H., de la Torre, J., Khasanova, E. & Tatsuoka, K. K.
2016
Improving mathematics learning of kindergarten students through computer-assisted instruction
Authors: Foster, M. E., Anthony, J. L., Clements, D. & Sarama, J.
2016
Which preschool mathematics competencies are most predictive of fifth grade achievement?
Authors: Nguyen, T., Watts, T. W., Duncan, G. J., Clements, D., Sarama, J., Wolfe, C. B. & Spitler, M. E.
2016
Physical and virtual manipulatives: What is “concrete”?
Authors: Sarama, J.
2016
Connect4Learning: The Pre-K Curriculum
Authors: Sarama, J.
2016
Making early math education work for all children
Authors: Fuson, K. C., Clements, D. & Sarama, J.
2015
Professional development in early mathematics: Effects of an intervention based on learning trajectories on teachers’ practices
Authors: Sarama, J., Clements, D., Wolfe, C. B. & Spitler, M. E.
2016
Learning executive function and early mathematics: Directions of causal relations
Authors: Clements, D., Sarama, J. & Germeroth, C.
2016
Does early mathematics intervention change the processes underlying children’s learning?
Authors: Watts, T. W., Clements, D., Sarama, J., Wolfe, C. B., Spitler, M. E. & Bailey, D. H
2017
Preschool mathematics intervention can significantly improve student learning trajectories through elementary school
Authors: Dumas, D., McNeish, D., Sarama, J. & Clements, D.
2019 in AERA Open
Teaching and learning Geometry: Early foundations
Authors: Clements, D., Sarama, J., Swaminathan, S., Weber, D. & Trawick-Smith, J.
2018 in Quadrante
Evaluating the efficacy of a learning trajectory for early shape composition
Authors: Clements, D., Sarama, J., Baroody, A. J., Joswick, C. & Wolfe, C. B.
2019 in American Educational Research Journal
Executive function and early mathematical learning difficulties
Authors: Clements, D. & Sarama, J.
2019 in International Handbook of Mathematical Learning Difficulties
Examining and developing fourth grade children’s area estimation performance
Authors: Eames, C. L., Clements, D. & Sarama, J.
2020 in School Science and Mathematics
Play it high, play it low: Examining the reliability and validity of a new observation tool to assess children’s make-believe play
Authors: Germeroth, C., Bodrova, E., Day-Hess, C., Barker, J., Sarama, J., Clements, D. & Layzer, C.
2019 in American Journal of Play
Double impact: Mathematics and executive function
Authors: Joswick, C., Clements, D., Sarama, J., Banse, H. & Day-Hess, C.
2019 in Quadrante
Learning trajectories in early mathematics education
Authors: Sarama, J. & Clements, D.
2019 in Sense Publishers
The Building Blocks and TRIAD projects
Authors: Sarama, J. & Clements, D.
2019 in Teachers College Press
No more math fact frenzy
Authors: Davenport, L. R., Henry, C. S., Clements, D. & Sarama, J.
2019 in Heinemann
Critiques of the common core in early math: A research-based response
Authors: Clements, D., Fuson, K. C. & Sarama, J.
2019 in Journal for Research in Mathematics Education
Promoting positive transitions through coherent instruction, assessment, and professional development: The TRIAD scale-up model
Authors: Sarama, J. & Clements, D.
2018 in Springer
From cognition to curriculum to scale
Authors: Sarama, J.
2019 in Academic Press (an Elsevier imprint)
Subitizing: The neglected quantifier
Authors: Clements, D.
2019 in Springer
Executive function and early mathematical learning difficulties
Authors: Sarama, J. & Clements, D.
2019 in Sense Publishers
Teaching and learning mathematics in early childhood programs
Authors: Baroody, A. J., Clements, D. & Sarama, J.
2019 in Wiley Blackwell Publishing
Risky business: Correlation and causation in longitudinal studies of skill development
Authors: Bailey, D. H., Duncan, G. J., Watts, T. W., Clements, D. & Sarama, J.
2018 in American Psychologist
Myths of early math
Authors: Clements, D. & Sarama, J.
2018 in Education Sciences
Do high quality kindergarten and first grade classrooms mitigate preschool fadeout?
Authors: Jenkins, J. M., Watts, T. W., Magnuson, K. A., Gershoof, E., Clements, D., Sarama, J. & Duncan, G. J.
2018 in Journal of Research on Educational Effectiveness
Teaching and learning geometry: Early foundations
Authors: Clements, D., Sarama, J., Swaminathan, S., Weber, D. & Trawick-Smith, J.
2018 in Quadrante
Hispanic dual language learning kindergarten students response to a numeracy intervention: A randomized control trial
Authors: Foster, M. E., Anthony, J. L., Clements, D., Sarama, J. & Williams, J. J.
2018 in Early Childhood Research Quarterly
What is the long-run impact of learning mathematics during preschool?
Authors: Watts, T. W., Duncan, G. J., Clements, D. & Sarama, J.
2018 in Child Development
Evaluation of three interventions teaching area measurement as spatial structuring to young children
Authors: Clements, D., Sarama, J., Barrett, J. E., Van Dine, D. W., Cullen, C., Hudyma, A., Dolgin, R., Cullen, A. L. & Eames, C. L.
2018 in Journal of Mathematical Behavior
Designing, scaling up, and evaluating comprehensive professional development based on learning trajectories
Authors: Sarama, J. & Clements, D.
2017 in Teachers College Press
Coaching in early mathematics
Authors: Germeroth, C. & Sarama, J.
2017 in Elsevier
Interventions in early mathematics: Avoiding pollution and dilution
Authors: Sarama, J. & Clements, D.
2017 in Elsevier
The development of early childhood mathematics education
Authors: Sarama, J.
2017 in Advances in Child Development and Behavior
Teaching moves and preschoolers’ arithmetical accuracy
Authors: Banse, H.
2020 in The Journal of Educational Research