Marisco Institute

The creators of Learning and Teaching with Learning Trajectories [LT]2, Drs. Sarama and Clements, are Distinguished University Professors at the University of Denver, Morgridge College of Education and Co-Executive Directors of the Marsico Institute for Early Learning and Literacy.

The Marisco Institute is dedicated to research and social policy in improving learning environments and outcomes for children, birth to age 8. Drs. Sarama and Clements are leaders in the areas of the learning and teaching of early mathematics and computer applications in mathematics education. 

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Other videos featuring the work of Dr.s Clements and Sarama:

  • Building Blocks curricuulum video found at this link.
  • Finding math in childhood Engaging Ideas video found at this link.
  • News America Fostering STEM trajectories video found at this link.
  • PBS NewsHour - Counting the benefits of teaching math to 3-year-olds video found at this link.
  • The Building Blocks of Early Mathematics  Prevention and Intervention video found at this link.
  • AMTE Learning Trajectories with Doug Clements video found at this link.
  • Early Math Learning video found at this link.
  • Intentional Play-based Learning video found at this link.
  • Intentional Instruction video found at this link.
  • Dr. Douglas Clements at the White House video found at this link.
  • Early Mathematics - Why do it early video found at this link.
  • Early childhood math questioning strategies video found at this link.
  • Keynote address from the 2020 Early Math Symposium found at this link.

Clements & Sarama's Early Childhood Research - news article

Link to pdf of Dr. Douglas H. Clements' CV

Link to pdf of Dr. Julie Sarama's CV

Interview with Drs. Sarama & Clements

Special Thanks To

The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through grant numbers R305K050157, R305A120813, R305A110188, and R305A150243. to the University of Denver. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.