title: Early childhood mathematics intervention.
abstract: Preschool and primary grade children have the capacity to learn substantial mathematics, but many children lack opportunities to do so. Too many children not only start behind their more advantaged peers, but also begin a negative trajectory in mathematics. Interventions designed to facilitate their mathematical learning during ages 3 to 5 years have a strong positive effect on these children's lives for many years thereafter.
authors.affiliation: Graduate School of Education, University at Buffalo, State University of New York, Buffalo, NY 14260, USA. clements@buffalo.edu
authors.forename: Douglas H
authors.initials: DH
authors.lastname: Clements
authors.forename: Julie
authors.initials: J
authors.lastname: Sarama
mesh_terms: D002675:Child, Preschool; D018479:Early Intervention, Educational; D006801:Humans; D007858:Learning; D055641:Mathematical Concepts; D008433:Mathematics / Q000193:education*; D011203:Poverty; D012959:Socioeconomic Factors; D013663:Teaching