Academic Press The Development of Early Childhood Mathematics Education (Volume 53) (Advances in Child Development and Behavior, Volume 53)

Product Description The Development of Early Childhood Mathematics Education, Volume 53 in the Advances in Child Development and Behavior series, includes chapters that highlight some of the most recent research in the field of developmental psychology. Users will find updated chapters on a variety of topics, including sections on The DREME Network: Research and Interventions in Early Childhood Mathematics, The Use of Concrete Experiences in Early Childhood Mathematics Instruction, Interventions in Early Mathematics: Avoiding Pollution and Dilution, Coaching in Early Mathematics, and Designing Studies to Test Causal Questions About Early Math: The Development of Making Pre-K Count. Each chapter provides in-depth discussions, with this volume serving as an invaluable resource for developmental or educational psychology researchers, scholars and students. Contains chapters that highlight some of the most recent research in the area of child development and behavior Presents a wide array of topics that are discussed in detail Review An insightful compilation of the best thinking in this critical area by people doing some of the most important development and research in early mathematics interventions About the Author Julie Sarama is the Kennedy Endowed Chair in Innovative Learning Technologies and Professor at the University of Denver. She conducts research on young children's development of mathematical concepts and competencies, implementation and scale-up of educational reform, professional development models and their influence on student learning, and implementation and effects of software environments (including those she has created) in mathematics classrooms. These studies have been published in more than 65 refereed articles, 5 books, 53 chapters, and 70 additional publications. Dr. Sarama has directed over 25 projects funded by the National Science Foundation (NSF), the U.S. Department of Education’s Institute of Education Sciences (IES) and the National Institute of Health (NIH). For example, she has been Principal or Co-Principal Investigator on seven projects funded by the NSF, including Building Blocks-Foundations for Mathematical Thinking, Pre-kindergarten to Grade 2: Research-based Materials Development and Planning for Professional Development in Pre-School Mathematics: Meeting the Challenge of Standards 5000. She is Principal Investigator on her latest NSF award, entitled, “Early Childhood Education in the Context of Mathematics, Science, and Literacy. She is co-directing three large-scale studies funded by the U.S. Education Department’s Institute of Educational Studies (IES). The first is entitled, Scaling Up TRIAD: Teaching Early Mathematics for Understanding with Trajectories and Technologies. The second is a longitudinal extension of that work, entitled, Longitudinal Study of a Successful Scaling Up Project: Extending TRIAD. The third, with Dr. Sarama as Principal Investigator, is an efficacy study, Increasing the efficacy of an early mathematics curriculum with scaffolding designed to promote self-regulation. Another recent project, just funded by the Heising-Simons Foundation and the Gates Foundation, Scalable Professional Development in Early Mathematics: The Learning and Teaching with Learning Trajectories Tool, is updating and disseminate a professional development software application empirically supported in previous projects. Dr. Sarama has taught secondary mathematics and computer science, gifted math at the middle school level, preschool and kindergarten mathematics enrichment classes, and mathematics methods and content courses for elementary to secondary teachers. In addition, she was the Director of the Gifted Mathematics Program (GMP) at the University of Buffalo, SUNY. She designed and programmed over 50 published computer programs, including Building Blocks software and her version of Logo and Logo-based software activities (Turtle Math™, which was awarde