Reviewing and Viewing

Douglas H. Clements

Arithmetic Teacher Vol. 35, No. 5 (1988) pp. 39–41

Presents reviews of three software packages. Includes "Cube Builder: A 3-D Geometry Tool," which allows students to build three-dimensional shapes; "Number Master," a multipurpose practice program for whole number computation; and "Safari Search:...

Implications of Media Research for the Instructional Application of Computers with Young Children

Douglas H. Clements

Educational Technology Vol. 24, No. 11 (1984) pp. 7–16

Reviews salient findings of media research involving young children and discusses implications of these findings for future research and applications in instructional computing. Effects of television viewing on attention and comprehension,...

Longitudinal Study of the Effects of LOGO Programming on Cognitive Abilities and Achievement

Douglas H. Clements

Journal of Educational Computing Research Vol. 3, No. 1 (1987) pp. 73–94

This study investigated the delayed effects of LOGO programing on the cognitive abilities and achievement of children in the primary grades. Results of tests administered 18 months after first graders participated in either LOGO computer programing...

Computers and Young Children: A Review of Research

Douglas H. Clements

Young Children Vol. 43, No. 1 (1987) pp. 34–44

Reviews the research concerning young children's use of computers in terms of their social/emotional development (peer interaction and cooperation, peer teaching and helping, social and cognitive interaction, and attitudes), language skills ...

Development of Turn and Turn Measurement Concepts in a Computer-Based Instructional Unit

Douglas H. Clements

Educational Studies in Mathematics Vol. 30, No. 4 (1996) pp. 313–37

Investigated development of turn and turn measurement concepts within a computer-based instructional unit. Written assessments, interviews, and interpretive case studies of third and fourth graders found that turns were less salient for children...

Technology, Mathematics, and the Young Child

Douglas H. Clements

New England Mathematics Journal Vol. 32, No. 2 (2000) pp. 28–38

Examines two types of computer environments suggested by the new Standards, one of which is the computer manipulative and the other a navigational environment such as the computer turtle. Discusses the contribution that these environments can make...

Metacomponential Development in a Logo Programming Environment

Douglas H. Clements

Journal of Educational Psychology Vol. 82, No. 1 (1990) pp. 141–49

Effects of a theoretically based LOGO programing environment on executive metacognitive abilities were studied for 48 third graders who took pretests and posttests after LOGO training or no training. The LOGO group scored higher than comparisons on...

Supporting Young Children's Logo Programming

Douglas H. Clements

Computing Teacher Vol. 11, No. 5 (1984) pp. 24–30

Describes a series of programs written in Logo that have been used successfully to support young children's programing efforts. These programs remove the mechanical obstacles of typing, spelling, and estimating distances; remove the demands of...

Research on Logo in Education: Is the Turtle Slow but Steady, or Not Even in the Race?

Douglas H. Clements

Computers in the Schools Vol. 2, No. 2 (1985) pp. 55–71

This review of the research on Logo use with pre-high school students highlights programing and learning stages, cognitive requirements, and effects of Logo programing on social-emotional development, achievement, and problem-solving abilities. (MBR)

Reviewing and Viewing

Douglas H. Clements

Arithmetic Teacher Vol. 35, No. 8 (1988) pp. 63–64

Presents reviews of three software packages. These are "Ant Farm," a game of problem solving using guess and check or trial and error; "Learning Place Value"; and a set of three utility programs--"Mastering Math: Diagnostic System,""Mastering Math:...

Enhancement of Creativity in Computer Environments

Douglas H. Clements

American Educational Research Journal Vol. 28, No. 1 (1991) pp. 173–87

The effects of the LOGO computer programing environment on creativity were studied for 73 8-year-old third graders (33 males and 40 females) who were tested before and after LOGO instruction. Overall, the LOGO group significantly outperformed a...

The Future of Educational Computing Research:The Case of Computer Programming

Douglas H. Clements

Information Technology in Childhood Education Annual Vol. 1999, No. 1 (1999) pp. 147–179

What directions should research on computers in education take in the next century? We examine one application, computer programming, with a particularly long and rich research history (Clements & Meredith, 1993). We review the literature and...

Topics: Computers, Programming

Students' Development of Length Concepts in a Logo-Based Unit on Geometric Paths

Douglas H. Clements

Journal for Research in Mathematics Education Vol. 28, No. 1 (1997) pp. 70–95

Describes a study of third-grade students (N=38) that investigates the development of linear measurement concepts. Three levels of strategies were identified: visual guessing, hash marks, and no physical partitioning. Students who connected numeric...

Reviewing and Viewing

Douglas H. Clements

Arithmetic Teacher Vol. 35, No. 9 (1988)

Reviews two software packages; "Block It, An Instructional Game" and "Conquering Whole Numbers." The first is a simulation game which uses graphic representation of base-ten blocks to reinforce place value and regrouping. The second package is...

Reviewing and Viewing

Douglas H. Clements

Arithmetic Teacher Vol. 35, No. 7 (1988) pp. 37–38

Presents reviews of the four software packages "Blockers and Finders,""Decimal Squares Computer Programs: Decimal Concepts, Addition and Subtraction, Multiplication and Division, and a Data Disk,""Number Stumper," and "Object Logo, Version 1.5." The ...

"Building Blocks" for Early Childhood Mathematics

Julie Sarama; Douglas H. Clements

Early Childhood Research Quarterly Vol. 19, No. 1 (2004) pp. 181–189

Building Blocks is a National Science Foundation-funded project designed to enable all young children to build a solid foundation for mathematics. To ensure this, we used a design and development model that drew from theory and research in each...

Design of a LOGO Environment for Elementary Geometry

Douglas H. Clements; Julie Sarama

Journal of Mathematical Behavior Vol. 14, No. 4 (1995) pp. 381–98

Reviews research literature leading to design of a new LOGO environment, Geo-LOGO, tailored for elementary students' learning of geometry. Presents empirical data from the first field test of the Geo-LOGO environment, which generally support the...

Using Computers for Algebraic Thinking

Douglas H. Clements; Julie Sarama

Teaching Children Mathematics Vol. 5, No. 3 (1998) pp. 186–90

Uses three computer software programs to help students develop algebraic reasoning. Programs include spreadsheets, Logo programming language, and Teasers by Tobbs. (ASK)

The Role of Technology in Early Childhood Learning

Douglas H. Clements; Julie Sarama

Teaching Children Mathematics Vol. 8, No. 6 (2002) pp. 340–43

Reviews research on the appropriateness of computer use with young children. Discusses the effects computer use on children's lives, interaction, social and emotional development, learning and thinking in mathematics, and the implications for...

Young Children's Representation of Replay: Developmental Staged and Effects of Mediated Computer Environments

Sunhee Park; Douglas H. Clements

Journal of Research in Childhood Education Vol. 9, No. 2 (1995) pp. 129–44

Investigated development of ability to recognize, anticipate, and plan the replay of recorded action sequences. Effects of an educational intervention on this ability were evaluated for two- to five-year olds. Results suggest that representational...

Predicting Pattern Blocks On and Off the Computer

Douglas H. Clements; Julie Sarama

Teaching Children Mathematics Vol. 6, No. 7 (2000) pp. 458–62

Presents an activity that capitalizes on the particular advantages of physical and computer pattern blocks. (KHR)

Rethinking "Concrete" Manipulatives

Douglas H. Clements; Sue McMillen

Teaching Children Mathematics Vol. 2, No. 5 (1996) pp. 270–79

Points out that the notion of "concrete" is relative and argues the advantages of, and recommendations for, using computer manipulatives. (MKR)

Strip Mining for Gold: Research and Policy in Educational Technology—A Response to “Fool’s Gold”

Douglas H. Clements; Julie Sarama

AACE Journal Vol. 11, No. 1 (2003) pp. 7–69

Several recent articles have addressed the issue of the translation and interpretation of education research for the purpose of affecting policy (e.g., Educational Researcher 29(6).) We respond to the publication of, and media attention to1, Fool's...

Topics: Computers

Broadening the Horizons of Research on Discovery-Based Learning

Douglas H. Clements; Candace Joswick

Instructional Science: An International Journal of the Learning Sciences Vol. 46, No. 1 (2018) pp. 155–167

In reviewing the six articles within this "Instructional Science" special issue, we are reminded of Schoenfeld's ("Educ Res" 45(2):105-111, 2016) review of American Educational Research Association president-authored papers for...

Valid Issues but Limited Scope: A Response to Kitchen and Berk's Research Commentary on Educational Technology

Douglas H. Clements; Julie Sarama

Journal for Research in Mathematics Education Vol. 48, No. 5 (2017) pp. 474–482

In their Research Commentary, Kitchen and Berk (2016) argue that educational technology may focus only on skills for low-income students and students of color, further limiting their opportunities to learn mathematical reasoning, and thus pose a...

Building Blocks for Young Children's Mathematical Development

Julie Sarama; Douglas H. Clements

Journal of Educational Computing Research Vol. 27, No. 1 (2002) pp. 93–110

Describes the design principles behind a set of research-based software microworlds included in the "Building Blocks" program, a pre-kindergarten to grade 2 software-based mathematics curriculum. Discusses how to help children extend and mathematize ...

Research into Practice. Constructing Geometric Concepts in LOGO

Michael J. Battista; Douglas H. Clements

Arithmetic Teacher Vol. 38, No. 3 (1990) pp. 15–17

Described is how using LOGO tools for manipulating embodiments of geometric objects helps students construct more abstract and coherent concepts. Discussions are included on developing verbal definitions versus constructing concepts, tasks for...

Using Logo Pseudoprimitives for Geometric Investigations

Michael T. Battista; Douglas H. Clements

Mathematics Teacher Vol. 81, No. 3 (1988) pp. 166–74

Describes pseudoprimitives, a set of special procedures which allow traditional geometric topics to be used within the context of LOGO. Explains how these procedures can be extended and used in junior and senior high school geometry. (PK)

The Effects of LOGO on Children's Conceptualizations of Angle and Polygons

Douglas H. Clements; Michael T. Battista

Journal for Research in Mathematics Education Vol. 21, No. 5 (1990) pp. 356–71

Presented is a study which focused on using turtle graphics programing for geometric problem solving. The goal was to investigate changes in children's mathematical knowledge and results indicate that the LOGO environment enriched children's...

A Case for a Logo-based Elementary School Geometry Curriculum

Michael T. Battista; Douglas H. Clements

Arithmetic Teacher Vol. 36, No. 3 (1988) pp. 11–17

Shortcomings of current curricula for geometry in the elementary school are discussed. The use of the computer programing language Logo to develop geometric ideas is described, with supporting research. (MNS)

Motivational and Social Outcomes of Cooperative Computer Education Environments

Bonnie K. Nastasi; Douglas H. Clements

Journal of Computing in Childhood Education Vol. 4, No. 1 (1993) pp. 15–43

Reviews three studies on the effects of elementary school students' collaboration within the educational computer environments of LOGO, computer-assisted instruction, and computer-based instruction. Concludes that cooperative participation within...

Connecting Research to Teaching: Geometry and Proof

Michael T. Battista; Douglas H. Clements

Mathematics Teacher Vol. 88, No. 1 (1995) pp. 48–54

Examines research relevant to the debate about the relative emphasis that formal proof should play in high school geometry. Discussion includes establishing truth in geometry, research in students' learning of proof, developing the notion of proof,...

Social and Cognitive Interactions in Educational Computer Environments

Douglas H. Clements; Bonnie K. Nastasi

American Educational Research Journal Vol. 25, No. 1 (1988) pp. 87–106

Naturalistic observation was used to investigate the occurrence of behaviors reflecting social competence and information processing in problem solving within educational computing environments. Forty-eight first and third graders were observed...

Effects of Computer Environments on Social-Emotional Development: Logo and Computer-Assisted Instruction

Douglas H. Clements; Bonnie K. Nastasi

Computers in the Schools Vol. 2, No. 2 (1985) pp. 11–31

Reviews research on the effects of the educational application of computers on student social-emotional development and details a study which examined the effects of two computer environments--computer assisted instruction and Logo--on six specific...

Research into Practice: Using Spatial Imagery in Geometric Reasoning

Michael T Battista; Douglas H. Clements

Arithmetic Teacher Vol. 39, No. 3 (1991) pp. 18–21

Presents a discussion illustrating student reasoning while using LOGO to draw tilted squares and rectangles. Suggests that teachers recognize that many students use visual imagery to reason and discuss visual reasoning with students. Gives examples...

Metacognition, Learning, and Educational Computer Environments

Douglas H. Clements; Bonnie K. Nastasi

Information Technology in Childhood Education Annual Vol. 1999, No. 1 (1999) pp. 3–36

The research corpus on the use of computer environments for enhancing children's metacognition is incomplete and inconsistent. This is attributable to deficiencies in several areas. This article reviews a series of empirical studies, designed to...

Topics: Children, Social Studies, Computers, Cognition

Instructor Influence on Reasoned Argument in Discussion Boards

Sue Gerber; Logan Scott; Douglas H. Clements; Julie Sarama

Educational Technology Research and Development Vol. 53, No. 2 (2005) pp. 25–40

In this study, we explore the extent to which two instructional techniques promote critical discourse in an online class on educational standards and curriculum: instructor stance (challenging/nonchallenging) and topic level (higher order/lower...

Network of Influences in an Implementation of a Mathematics Curriculum Innovation

Julie Sarama; Douglas H. Clements; Julie Jacobs Henry

International Journal of Computers for Mathematical Learning Vol. 3, No. 2 (1998) pp. 113–48

Examines the effect of a technology-based educational innovation in a school's mathematics program on the knowledge and beliefs of students and teachers, based on recent reform recommendations. Emphasizes unrealized potential and missed...

Longitudinal Evaluation of a Scale-up Model for Teaching Mathematics with Trajectories and Technologies: Persistence of Effects Three Years after the Treatment

Douglas H. Clements; Julie Sarama; Carolyn Layzer; Fatih Unlu; Christopher B. Wolfe; Mary Elaine Spitler

Education needs generalizable models to scale up evidence-based practices and programs and longitudinal research evaluating the persistence of the effect of their implementation. This is particularly important given the "deep, systemic...