Douglas H. Clements, PhD

Douglas H. Clements, PhD

Douglas H. Clements, PhD is professor of early childhood, mathematics, and computer education at the University at Buffalo, State University of New York. He has conducted research and published widely in the areas of the learning and teaching of geometry, computer applications in mathematics education, the early development of mathematical ideas, and the effects of social interactions on learning. He has published over 100 refereed research studies, eight books, 50 chapters, and 250 papers. Dr. Clements has directed multiple projects on math education funded by the National Science Foundation (NSF), the Department of Education's Institute of Education Sciences (IES) and the National Institute of Child Health and Human Development (NICHD). Clements is co-PI on "A Longitudinal study of the Effects of a Pre-Kindergarten Mathematics Curriculum on Low-Income Children's Mathematical Knowledge" (U.S. Department of Education). In addition, he proposed and chaired a joint committee that produced a joint National Association for the Education of Young Children and National Council of Teachers of Mathematics position statement on early childhood mathematics, Early childhood mathematics: Promoting good beginnings. In previous projects, he co-developed an elementary geometry curriculum based on Logo, "Logo Geometry," published by Silver Burdett & Ginn. In a related NSF project, he conducted research on the teaching and learning of geometry with and without computers, resulting in Logo and Geometry, a Journal for Research in Mathematics Education monograph. He also completed two additional NSF projects with several colleagues. The first developed a K-5 mathematics curriculum, Investigations in Number, Data, and Space (published by Dale Seymour Publications). He is one of the authors of the recent McGraw-Hill mathematics textbook series. He is active in the NCTM, is editor and author of the NCTM Addenda (to the Standards) materials and coauthored NCTM's Principals and Standards for School Mathematics. He was chair of the Editorial Panel of NCTM's research journal, the Journal for Research in Mathematics Education.