Jacob Hiatt Center for Urban Education

 

Sharon A. Griffin, Ph.D.


Professor of Education
Department of Education
Clark University
Worcester, MA 01610-1477

(508) 793-7778 phone
email:

Web page: http://clarku.edu/numberworlds/


Professor Griffin received a B.A. from McGill University in 1965, an M.Ed. from the University of New Hampshire in 1970, and a Ph.D. from the University of Toronto in 1988. She has been at Clark since 1989 and also serves as adjunct professor of psychology. Dr. Griffin is a member of the editorial advisory board for the international Mind, Brain and Education Society and is currently serving as Content Director for a new children's TV series designed to teach the concepts, skills and habits of mind that underlie successful learning of mathematics in school.

Selected Publications

Griffin, S. (2008).  Number Worlds: A prevention/intervention math program for Grades PreK-8.  Columbus, Ohio: SRA/McGraw-Hill.

Griffin, S. (2007).  Early intervention for children at risk of developing mathematical learning difficulties.   In D.B. Berch & M. M. Mazzocco (Eds.), Why is Math So Hard for Some Children?  The Nature and Origins of Mathematical Learning Difficulties and Disabilities (pp. 373-396).  Baltimore, MD: Brookes Publishing.

Griffin, S. (2005). Fostering the development of whole-number sense: Teaching mathematics in the primary grades. In M.S. Donovan & J.D. Bransford (Eds.), How students learn: History, mathematics and science in the classroom (pp. 257-308). Washington, DC: The National Academies Press.

Griffin, S. (2004). Building number sense with number worlds. Early Childhood Research Quarterly. Vol. 19, Issue 1, 173-180.

Griffin, S. (2004). Teaching number sense. Educational Leadership. Vol. 61, No. 6, 39-42.

Griffin, S. (2003). Laying the foundations for computational fluency in early childhood. Teaching Children Mathematics, Feb. 2003, 306-309. Reston, VA: NCTM.

Griffin, S. (2003). Number Worlds: A research-based mathematical program for young children. In D.H. Clements and A. DiBiase (Eds.), Engaging young children in mathematics: Standards for early childhood mathematics education (pp. 325-342). Mahweh, NJ: Lawrence Erlbaum Associates.

Griffin, S. (2003). Central conceptual structure theory: Implications for education. In A. Demetriou and E. Raftopoulos (Eds.), Emergence and transformation in the mind: Modeling and measuring cognitive change. Cambridge University Press.

Griffin, S. (2002). The development of math competence in the preschool and early school years: Cognitive foundations and instructional strategies. In J.M. Roher (Ed.), Mathematical cognition. In series: Current perspectives on cognition, learning, and instruction. Greenwich, Ct.: Information Age Publishing, Inc.