National Mathematics Advisory Panel
Douglas H. Clements is Professor of early childhood, mathematics, and computer education at the University at Buffalo, State University of New York, where he was granted the Chancellor's Award for Excellence in Scholarship and Creative Activities in 2007. Previously a kindergarten teacher for five years and a preschool teacher for one year, he has conducted research and published widely in the areas of the learning and teaching of geometry, computer applications in mathematics education, the early development of mathematical ideas, and the effects of social interactions on learning. He has published over 100 refereed research studies, 8 books, 50 chapters, and 250 additional publications.
Currently, Dr. Clements is Principal Investigator on a large scale research project, Scaling Up TRIAD: Teaching Early Mathematics for Understanding with Trajectories and Technologies funded by the U.S. Department of Education's Institute of Education Sciences (IES), as part of the IERI program (Interagency Educational Research Initiative, a federal partnership of the IES, the National Institute of Child Health and Human Development (NICHD), and the National Science Foundation, (NSF)). This had its roots in a previous IERI project he directed, Scaling Up the Implementation of a Pre-Kindergarten Mathematics Curricula: Teaching for Understanding with Trajectories and Technologies, an IERI project funded by the NSF.
Previously, Dr. Clements directed several other IES and NSF projects. In Building BlocksFoundations for Mathematical Thinking, Pre-Kindergarten to Grade 2: Research-based Materials Development (http://www.buildingblocks.org) , he and Julie Sarama developed mathematics software and activities, published by SRA/McGraw-Hill. The second product is a component of the research-based mathematics series Real Math, in which the Building Blocks materials will constitute the complete Pre-K program, and Building Blocks software will supplement all other grades, K-6. He also ran an historic, national Conference on Standards for Preschool and Kindergarten Mathematics Education (co-funded by NSF and ExxonMobil Foundation, http://www.gse.buffalo.edu/org/conference/index.htm) , which resulted in a book, Clements, D. H., Sarama, J., & DiBiase, A.-M. (Eds.). (2004). Engaging young children in mathematics: Standards for early childhood mathematics education. In addition, based on the conference, he proposed and chaired a joint committee that produced a joint National Association for the Education of Young children and National Council of Teachers of Mathematics (NCTM) position statement on early childhood mathematics, Early childhood mathematics: Promoting good beginnings. A joint position statement of the National Association for the Education of Young Children (NAEYC) and the National Council for Teachers of Mathematics (NCTM).
In previous projects, he co-developed an elementary geometry curriculum based on Logo, Logo Geometry, published by Silver Burdett & Ginn. In a related NSF research project, he conducted research on the teaching and learning of geometry with and without computers resulting in Logo and Geometry, a Journal for Research in Mathematics Education monograph. He also completed two addition NSF projects with several colleagues. The first developed a K-5 mathematics curriculum, Investigations in Number, Data, and Space (published by Dale Seymour Publications). In that context, he has developed several constructivist-oriented software packages (with he and colleague Julie Sarama performing all the design, programming, and implementation), including their own version of Logo and Logo-based software activities to complement the curriculum (this software environment was also published as a stand-alone product, including activities that integrate Logo into the geometry curriculum, under the name Turtle Math?, which was awarded Technology & Learning Software of the Year award, 1995, in the category "Math"), a computer-based manipulative software environment (Shapes) and several others (Trips, Tumbling Tetrominoes). He was co-PI on "A Longitudinal study of the Effects of a Pre-Kindergarten Mathematics Curriculum on Low-Income Children's Mathematical Knowledge," funded by IES.
Dr. Clements is active in the NCTM, coauthored NCTM's Principals and Standards for School Mathematics and the 2006 Curriculum focal points for pre-kindergarten through grade 8 mathematics: A quest for coherence, and was editor and author of the NCTM Addenda (to the Standards) materials and. He was chair of the Editorial Panel of NCTM's research journal, the Journal for Research in Mathematics Education. Additional information can be found at http://www.gse.buffalo.edu/FAS/Clements/ .