Search results for author:"Julie Sarama"
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Young Children Vol. 58, No. 6 (November 2003) pp. 34–40
The authors summarize the research on the effects of computer use by young children, concentrating especially on implications for social, emotional, and cognitive development. They cover effects on children's language and reading, creativity, and...
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 to , Fool’s ...
Valid Issues but Limited Scope: A Response to Kitchen and Berk's Research Commentary on Educational Technology
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...
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)
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...
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 ...
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...
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...
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)
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...
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...
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...
Does Spatial or Visual Information in Maps Facilitate Text Recall?: Reconsidering the Conjoint Retention Hypothesis
Educational Technology Research and Development Vol. 53, No. 1 (2005) pp. 23–36
The conjoint retention hypothesis (CRH) claims that students recall more text information when they study geographic maps in addition to text than when they study text alone, because the maps are encoded spatially (Kulhavy, Lee, & Caterino, 1985)....
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...