Early childhood mathematics intervention

Douglas H. Clements; Julie Sarama

doi:10.1126/science.1204537

Early childhood mathematics intervention

Douglas H. Clements
, Julie Sarama

Learning and Instruction

SUNY Buffalo

Research output: Contribution to journal › Review article › peer-review

269 Scopus citations

Abstract

Preschool and primary grade children have the capacity to learn substantial mathematics, but many children lack opportunities to do so. Too many children not only start behind their more advantaged peers, but also begin a negative trajectory in mathematics. Interventions designed to facilitate their mathematical learning during ages 3 to 5 years have a strong positive effect on these children's lives for many years thereafter.

Original language	English
Pages (from-to)	968-970
Number of pages	3
Journal	Science
Volume	333
Issue number	6045
DOIs	https://doi.org/10.1126/science.1204537
State	Published - Aug 19 2011

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10.1126/science.1204537

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title = "Early childhood mathematics intervention",

abstract = "Preschool and primary grade children have the capacity to learn substantial mathematics, but many children lack opportunities to do so. Too many children not only start behind their more advantaged peers, but also begin a negative trajectory in mathematics. Interventions designed to facilitate their mathematical learning during ages 3 to 5 years have a strong positive effect on these children's lives for many years thereafter.",

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AU - Clements, Douglas H.

AU - Sarama, Julie

PY - 2011/8/19

Y1 - 2011/8/19

N2 - Preschool and primary grade children have the capacity to learn substantial mathematics, but many children lack opportunities to do so. Too many children not only start behind their more advantaged peers, but also begin a negative trajectory in mathematics. Interventions designed to facilitate their mathematical learning during ages 3 to 5 years have a strong positive effect on these children's lives for many years thereafter.

AB - Preschool and primary grade children have the capacity to learn substantial mathematics, but many children lack opportunities to do so. Too many children not only start behind their more advantaged peers, but also begin a negative trajectory in mathematics. Interventions designed to facilitate their mathematical learning during ages 3 to 5 years have a strong positive effect on these children's lives for many years thereafter.

UR - https://www.scopus.com/pages/publications/80051863052

U2 - 10.1126/science.1204537

DO - 10.1126/science.1204537

M3 - Review article

C2 - 21852488

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SN - 0036-8075

VL - 333

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EP - 970

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Early childhood mathematics intervention

Abstract

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