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Clements, Douglas H.; And Others – Journal for Research in Mathematics Education, 1997
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 and spatial representations proved to be the better problem solvers. Contains 22 reference. (DDR)
Descriptors: Case Studies, Computer Software, Computer Uses in Education, Concept Formation
Peer reviewed Peer reviewed
Clements, Douglas H. – Young Children, 1987
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 (language development, prereading reading, and writing skills), and mathematical and problem-solving skills.…
Descriptors: Computer Assisted Instruction, Computer Software, Early Childhood Education, Educational Technology
Peer reviewed Peer reviewed
Clements, Douglas H.; Meredith, Julie S. – Journal of Computing in Childhood Education, 1993
Reviews research involving the LOGO computer programming language and its effect on children's achievement in mathematics, language arts, and problem solving, as well as social-emotional development. Identifies some of the unique characteristics of LOGO that may contribute to student learning. (MDM)
Descriptors: Computer Assisted Instruction, Computer Software Evaluation, Early Childhood Education, Educational Research
Peer reviewed Peer reviewed
Clements, Douglas H.; And Others – Young Children, 1993
Reviews the research illustrating the wide-ranging benefits of open-ended computer programs such as LOGO. Considers the ways in which these programs develop young children's subject-matter knowledge and problem-solving and socioemotional competencies. (BB)
Descriptors: Age Differences, Computer Software, Computer Uses in Education, Cooperative Learning