Executive function skills include the ability to follow instructions to complete a task, stay focused despite distractions, and successfully switch between tasks. Research shows that EF supports problem-solving, which in turn supports the development of math skills. Moreover, both EF and math skills are linked to a wide range of important long-term academic outcomes. The DREME for Teachers project develops engaging preschool activities that simultaneously promote the development of children’s mathematical thinking and executive function skills throughout the school day, including center time and during transitions, like while lining up.
Publications
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
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
Too little math for preschool kids
Authors: Claessens, A., Farran, D., Eason, S., Mowrey, S., Kerr, K., Rainey, L. & Leonard, S.
2021 in DREME Network
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
Integrating qualitative and quantitative methods to develop a comprehensive coding manual: Measuring attention to mathematics in play contexts
Authors: Chan, J. & Mazzocco, M.
2021 in Methods in Psychology
Subitizing: What is it? Why teach it?
Authors: Clements, D.
2021 in Teaching Children Mathematics
Science and engineering in preschool through elementary grades: The brilliance of children and the strengths of educators
Authors: Clements, D.
2021 in The National Academies Press
Sustainable, scalable professional development in early mathematics: Strategies, evaluation, and tools
Authors: Clements, D. & Sarama, J.
2021 in Springer
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
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
Learning and teaching early math: The learning trajectories approach
Authors: Clements, D. & Sarama, J.
2021 in Routledge
STEM or STEAM or STREAM? Integrated or interdisciplinary?
Authors: Clements, D. & Sarama, J.
2021 in Embedding STEAM in Early Childhood Education and Care
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
Kindergarten in a large urban district
Authors: Engel, M., Jacob, R., Claessens, A. & Erickson, A.
2021 in Education Researcher
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
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
Preschool practices in Sweden, Portugal, and the United States
Authors: Coelho, V., Aström, F., Nesbitt, K., Sjöman, M., Farran, D., Björck-Äkesson, E., Christopher, C., Granlund, M., Almqvist, L, Grande, C. & Pinto, A.
2021 in Early Childhood Research Quarterly
STEM for inclusive excellence and equity
Authors: Clements, D., Vinh, M., Lim, C.-I. & Sarama, J.
2020 in Early Education and Development
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
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
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
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
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
Attention to numerosity varies across individuals and task contexts
Authors: Mazzocco, M., Chan, J., Bye, J. K., Padrutt, E. R., Praus-Singh, T., Lukowski, S., Brown, E.C. & Olson, R. E.
2020 in Mathematical Thinking and Learning
Global proficiency framework for mathematics
Authors: Rhodes, R. & Platas, L.
2020 in USAID
The effect of peer-assisted mathematics learning opportunities in first grade classrooms: What works for whom?
Authors: Wood, T., Mazzocco, M., Calhoon, M. B., Crowe, E. C. & Connor, C. M.
2020 in Journal of Research on Educational Effectiveness
Stability and instability in the co-development of mathematics, executive function skills, and visual-motor integration from prekindergarten to first grade
Authors: Nesbitt, K. T., Fuhs, M. W. & Farran, D.
2019 in Early Childhood Research Quarterly
Fostering positive early math experiences for African American boys: Developing the next generation of STEM majors
Authors: Danielle B. Davis & Farran, D.
2019 in Young Children
Asset-based approaches to equitable mathematics education research and practice
Authors: Celedòn-Pattichis, S., Peters, S. A., Borden, L. L., Males, J. R., Pape, S. J., Chapman, O., Clements, D. & Leonard, J.
2018 in Journal for Research in Mathematics Education
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
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
The development of early childhood mathematics education
Authors: Sarama, J.
2017 in Advances in Child Development and Behavior
The DREME Network: Research and interventions in early childhood mathematics
Authors: Day-Hess, C. & Clements, D.
2017 in Advances in Child Development and Behavior
Blog posts

What to Do When Your Students Don’t Want to Do Math Activities
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Creating Moments of Math Learning Throughout the School Day
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Don’t Burn Your Feet: A Shape Learning Game
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Magician’s Tricks: A Magic Game to Help Your Child Learn to Count
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Reimagine Calendar Activities in Early Childhood Classrooms
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Making Circle Time Count
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Math Games to Excite Young Minds
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Executive Functions: Supporting Foundational Skills for Early Math Learning
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