Research Projects

The Marsico Institute, led by Drs. Julie Sarama and Doug Clements, conducts research in partnership with schools, early childhood programs, and families to develop, test, and evaluate learning activities and teaching supports - with a focus on early math. We serve as consultants to local and national initiatives and interventions, working to ensure early learning opportunities that are based in good science, developmentally appropriate, and focused on opportunities for all children. We conduct research and provide evaluation services for both large and small scale programs, as well as professional development aligned to our research. The links below highlight a number of our past and current projects.

Our Projects

Bajillions! Early Math

STEMMIIEE - S.T.E.M. Innovation for Inclusion in Early Education

Development and Research in Early Mathematics Education (DREME) Network (Project Blog)

Children's Measurement Project

Developing Teaching Expertise @ Mathematics (Dev-TE@M)

TRIAD Project

Research Publications Related to Our Interventions

• Amsbary, J. A., Sam, A. M., Yang, H., Sharifnia, E., Reid, K., Lim, C.-I., & Vinh, M. (2025). Examining science, technology and engineering content in early learning guidelines: a count and content review and analysis. International Journal of Child Care and Education Policy (Seoul), 19(1), Article 17. https://doi.org/10.1186/s40723-025-00157-y
• Dong, Y., Clements, D. H., Mulcahy, C., & Sarama, J. (2025). How Teaching Practices Relate to Early Mathematics Competencies: A Non-Linear Modeling Perspective. Education Sciences, 15(9), 1175. https://doi.org/10.3390/educsci15091175
• Clements, D. H., Guss, S. S., Sarama, J., & Alvarez-Vargas, D. (2024). Best of Both Worlds: Developing an Innovative, Integrated, Intelligent, and Interactive System of Technologies Supporting In-Person and Digital Experiences for Early Mathematics. Computers in the Schools, 0(0), 1–20. https://doi.org/10.1080/07380569.2024.2410903 
• Guss, S. S., Clements, D. H., Sharifnia, E., Sarama, J., Holland, A., Lim, C.-I., & Vinh, M. (2024). Designing Inclusive Computational Thinking Learning Trajectories for the Youngest Learners. Education Sciences, 14(7), 733. https://doi.org/10.3390/educsci14070733
• Guss, S. S., Lim, C.-I., Clements, D. H., Sharifnia, E. B., Holland, A. L., Vinh, M., & Sarama, J. (2023). Building Learning Trajectories for Intentional, Inclusive, and Individualized Instructional Experiences in STEM. Education Sciences, 14(1), 8. https://doi.org/10.3390/educsci14010008
• Clements, D. H., Dumas, D., Dong, Y., Banse, H. W., Sarama, J., & Day-Hess, C. A. (2020). Strategy diversity in early mathematics classrooms. Contemporary Educational Psychology, 60. https://doi.org/10.1016/j.cedpsych.2019.101834
• Dumas, D., McNeish, D., Sarama, J., & Clements, D. (2019). Preschool mathematics intervention can significantly improve student learning trajectories through elementary school. AERA Open, 5(4), 233285841987944. doi:10.1177/2332858419879446
• Joswick, C., Clements, D. H., Sarama, J., Banse, H. W., & Day-Hess, C. A. (2019). Double Impact: Mathematics and Executive Function. Teaching Children Mathematics, 25(7), 416–426. https://doi.org/10.5951/teacchilmath.25.7.0416
• Watts, T. W., Duncan, G. J., Clements, D. H., & Sarama, J. (2018). What is the Long?Run impact of learning mathematics during preschool? Child Development, 89(2), 539-555. doi:10.1111/cdev.12713
• Day-Hess, C., & Clements, D. H. (2017). The DREME Network: Research and Interventions in Early Childhood Mathematics. Advances in Child Development and Behavior, 53, 1–41. https://doi.org/10.1016/bs.acdb.2017.03.002

Research Publications Relative to Common Core State Standards in Mathematics

• Clements, D. H., Fuson, K. C., & Sarama, J. (2019). Critiques of the common core in early math: A research-based response. Journal for Research in Mathematics Education, 50(1), 11–22. doi: 10.5951/jresematheduc.50.1.0011
• Clements, D. H., Fuson, K. C., & Sarama, J. (2017). What is developmentally appropriate teaching? Teaching Children Mathematics, 24(3), 179–188. doi: 10.5951/teacchilmath.24.3.0178
• Clements, D. H., Fuson, K. C., & Sarama, J. (2017). The research-based balance in early childhood mathematics: A response to Common Core criticisms. Early Childhood Research Quarterly, 40, 150–162.
• Fuson, K. C., Clements, D. H., & Sarama, J. (2015). Making early math education work for all children. Phi Delta Kappan, 63–68.