AMTE Conference Featured General Session Speaker:
Dr. Douglas H. Clements
Lessons from Research: What Research Does and Does Not Tell Us
Dr. Douglas H. Clements is SUNY Distinguished Professor of Education at the University of Buffalo, SUNY. Previously a preschool and kindergarten teacher, his present research interests are in the areas of the learning and teaching of early mathematics and computer applications. He has published over 100 research studies, 8 books, 50 chapters, and 250 additional publications. His latest books, Early Childhood Mathematics Education Research: Learning Trajectories for Young Children and a companion book Learning and Teaching Early Math: The Learning Trajectories Approach detail research-based learning trajectories in early mathematics education.
Dr. Clements has directed 20 projects funded by the National Science Foundation (NSF) and the U.S. Dept. of Education's Institute of Education Sciences (IES). Currently, Dr. Clements is Principal Investigator on two large-scale randomized cluster trial projects (IES). He is also working with colleagues to study and refine learning trajectories in measurement (NSF). Two recent research projects have just been funded by the NSF. Clements is PI on the first, Using Rule Space and Poset-based Adaptive Testing Methodologies to Identify Ability Patterns in Early Mathematics and Create a Comprehensive Mathematics Ability Test, which will develop a computer-adaptive assessment for early mathemat-ics. Clements is co-PI on the second, Early Childhood Education in the Context of Mathematics, Science, and Literacy, developing an interdisciplinary preschool curriculum.
Dr. Clements was a member of President Bush's National Mathematics Advisory Panel, convened to advise the administration on the best use of scientifically based research to advance the teaching and learning of mathematics and coauthor of the Panel’s report. He was also a member of the National Research Council’s Committee on Early Mathematics and co-author of their report. He is presently serving on the Common Core State Standards committee of the National Governors Association and the Council of Chief State School Officers, helping to write national academic standards and the learning trajectories that underlie them. He is one of the authors of NCTM’s Principles and Standards in School Mathematics and Curriculum Focal Points.
Dr. Clements teaches courses on early childhood mathematics, early childhood educational technology, and the cognitive foundations of early childhood education. In addition, he works with over 350 teachers in three current projects that include professional development and collaborative research.
Session Description: What is the state of early and elementary mathematics education? What does the research say?
Douglas H. Clements paints a picture of where we stand regarding standards, curriculum, teaching, and professional development. He draws several "lessons" from research—findings that support visions of new approaches to mathematics education, including information from recent publications that he co-authored, including the report of President Bush’s National Mathematics Advisory Panel, NCTM's Curriculum Focal Points, the National Research Council report on early mathematics, and the Common Core State Standards. At the core of these approaches are learning trajectories—research-based paths of learning and teaching. Participants will hear and see examples of projects using these approaches.