A Model for Designing Cognition-and-Instruction-Based Goal Trajectories for Research in K-6 Math Curricula [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (34th, Kalamazoo, MI, Nov 1-4, 2012).

Autor/inn/en	Canty, Reality S.; Kaduk, Catherine; Soffer, Deena
Titel	A Model for Designing Cognition-and-Instruction-Based Goal Trajectories for Research in K-6 Math Curricula [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (34th, Kalamazoo, MI, Nov 1-4, 2012).
Quelle	(2012), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mathematics Instruction; Elementary School Mathematics; Algebra; Common Core State Standards; Problem Solving; Models + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Elementare Mathematik; Schulmathematik; Common core curriculum; Curriculum; Kerncurriculum; Problemlösen; Analogiemodell
Abstract	This paper describes a model for building cognition-and-instruction-based goal trajectories (GT) in the context of a study that examines the validity of curriculum-embedded assessments. The model consists of six design processes and two constraints. The GT is constructed from curriculum-specified learning goals as well as developmental progressions and learning trajectories derived from empirical research. The GT is designed to inform both the selection of assessment activities for data collection and the interpretation of empirical results. Two primary results of the design process are presented: (a) a goal trajectory for promoting algebraic understanding and (b) the relationships between the trajectory and features of the Common Core State Standards. Implications of the design model for building GTs that can be used to assess student reasoning are discussed. [For the complete proceedings, see ED584829.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01