early childhood education, and a Ph.D. in curriculum and instruction with concentrations in early childhood education and human development from the University of Maryland.

Douglas H. Clements is professor in the Department of Learning and Instruction at the State University of New York at Buffalo. He has led a number of initiatives aimed at identifying the key standards for early childhood mathematics, including participating in the writing group of the National Council of Teachers of Mathematics’ Curriculum Focal Points to specify what mathematics should be taught at each grade level. In addition, he led a joint initiative between the National Association for the Education of Young Children and the National Council of Teachers of Mathematics to produce a joint position statement on the mathematics education of young children. He is also a member of the National Mathematics Advisory Panel created by President George W. Bush. His research and publications have focused on early childhood mathematics development, particularly children’s development of geometry skills and the use of computers in mathematics education. He has also coauthored a number of curriculum products based on his Curriculum Research Framework, including a preschool curriculum, Building Blocks, which includes print, manipulatives, and the Building Blocks software, as well as extensions of that software up through the grades. He has a B.A. in sociology, an M.Ed. in elementary and remedial education, and a Ph.D. in elementary education from the State University of New York at Buffalo. He also has permanent certification to teach in the State of New York at the nursery, kindergarten, and first through sixth grade levels.

Karen C. Fuson is professor emerita at the School of Education and Social Policy at Northwestern University. Her recent work has focused on the continued development and revisions of Children’s Math Worlds, a research-based program for students in kindergarten through fifth grade developed over 10 years in a wide range of classrooms and now published as Math Expressions. This research focused on developing a research-based coherent sequence of supportive representations and classroom structures through extensive classroom-based research and using analysis of curricula and strategies from a variety of countries. Through the years Fuson has devoted particular attention to the teaching of mathematical understandings and skills from age 2 to 8 and has also done extended research concerning the mathematics learning of Latino and urban children. She has studied and published widely on children’s development of number concepts and arithmetic operations, word problem solving, as well as on mathematics education pedagogy. At the National Research Council, she was a member of the Mathematics Learning Study Committee. She has a B.A. in math-

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