This engaging math program contains nearly 300 fully animated digital activities for PreK–8 math practice, conceptual development, and remediation. These digital activities cover a variety of topics, including:
Building Blocks™ activities are sequenced using highly researched developmental paths called learning trajectories, which mirror the way children naturally develop mathematical knowledge.
Building Blocks digital activities are also part of a complete, developmentally appropriate, PreK mathematics curriculum.
Ongoing, real-time reports enable teachers to track student progress and identify potential problem areas by standard, topic, and activity.
With access to the entire Building Blocks program, students can choose online math practice activities at, below, or above their current grade level to support or enrich core instruction as needed.
Learning trajectories are the natural developmental progressions children follow as they learn, each in their own individual way. Extensive research has revealed the most effective sequences of activities for guiding children as they develop mathematical ideas. These sequences form the basis for Building Blocks.
Watch the Video to learn more about learning trajectories from program author Doug Clements.
Clements, Douglas and Julie Sarama, J. eds. Engaging Young Children in Mathematics: Standards for Early Childhood Mathematics Education. Mahwah, New Jersey: Lawrence Erlbaum Associates, Publishers 2004.
An NSF-funded study involving randomly assigned classrooms tested Building Blocks against a comparable math intervention program (the comparison) and a non-intervention program (the control). Building Blocks students significantly outperformed both the comparison group and the control group.
Dr. Douglas Clements, Kennedy-Endowed Chair in Early Childhood Learning and Professor at the University of Denver, is widely regarded as “the major scholar” in the field of early childhood mathematics education. At the national level, his contributions have led to the development of new mathematics curricula, teaching approaches, teacher training initiatives, and models of “scaling up” interventions. Dr. Clements has had a tremendous impact on educational planning and policy, particularly in the areas of mathematical literacy and access.
Dr. Julie Sarama is Kennedy-Endowed Chair in Innovative Learning Technologies and Professor at the University of Denver. She conducts research on children’s development of mathematical concepts and competencies, the implementation and scale-up of educational reform, professional development models, and the implementation and effects of software in math classrooms. She has been Principal or Co-Principal Investigator on seven projects funded by the National Science Foundation. Dr. Sarama is also co-directing three large-scale studies funded by the U.S. Education Department’s Institute of Educational Studies (IES).