Less is not always more: Rich and meaningful counting books lead to greater gains in number understanding than sparse counting books
2024 in Developmental Psychology
Journal articles, reports, books, and commentaries based around early mathematics research and authored by DREME Network members and affiliates.
EMC-PK2: An Experimental Observation Tool for Capturing the Instructional Coherence and Quality in Early Math Classrooms
2024 in Education Sciences
Does use of a hypothetical learning progression promote learning of the cardinal-count concept and give-n performance?
2024 in Journal of Mathematical Behavior
How parents can support math learning at home and through everyday activities
2024 in Child & Family Blog
Longitudinal investigation of early mathematical achievement and classroom strategic diversity: A replication and extension study
2024 in Learning and Individual Differences
School leaders are key to bringing early childhood education into elementary school
2022 in Development and Research in Early Mathematics Education (DREME)
California’s transitional kindergarten is the connective tissue between preschool and kindergarten
2022 in Development and Research in Early Mathematics Education (DREME)
Building infrastructure to support coaching programs in school districts
2022 in Development and Research in Early Mathematics Education (DREME)
Understanding kindergarten readiness
2022 in Elementary School Journal
What does the Tennessee pre-K study really tell us about public preschool programs?
2022 in Brookings