Expanding Notions of 'Learning Trajectories' in Mathematics Education

Autor:	Eric Weber, William A. McGalliard, Candace Walkington
Rok vydání:	2015
Předmět:	Cooperative learning Adult education General Mathematics Active learning Developmental and Educational Psychology Educational technology Mathematics education Collaborative learning Open learning Psychology Experiential learning Learning sciences Education
Zdroj:	Mathematical Thinking and Learning. 17:253-272
ISSN:	1532-7833 1098-6065
DOI:	10.1080/10986065.2015.1083836
Popis:	Over the past 20 years learning trajectories and learning progressions have gained prominence in mathematics and science education research. However, use of these representations ranges widely in breadth and depth, often depending on from what discipline they emerge and the type of learning they intend to characterize. Learning trajectories research has spanned from studies of individual student learning of a single concept to trajectories covering a full set of content standards across grade bands. In this article, we discuss important theoretical assumptions that implicitly guide the development and use of learning trajectories and progressions in mathematics education. We argue that diverse theoretical conceptualizations of what it means for a student to “learn” mathematics necessarily both constrains and amplifies what a particular learning trajectory can capture about the development of students’ knowledge.
Databáze:	OpenAIRE
Externí odkaz:	https://explore.openaire.eu/search/publication?articleId=doi_________::889d67eb6d73caf7e78ae149d2b35465 https://doi.org/10.1080/10986065.2015.1083836 Zobrazit plný text záznamu