Evaluating the Efficacy of a Learning Trajectory for Early Shape Composition

Autor/inn/en	Clements, Douglas H.; Sarama, Julie; Baroody, Arthur J.; Joswick, Candace; Wolfe, Christopher B.
Titel	Evaluating the Efficacy of a Learning Trajectory for Early Shape Composition
Quelle	(2019), (38 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Clements, Douglas H.) ORCID (Sarama, Julie) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
DOI	10.3102/0002831219842788
Schlagwörter	Instructional Effectiveness; Mathematics Achievement; Mathematics Instruction; Geometric Concepts; Sequential Learning; Developmentally Appropriate Practices; Student Characteristics; Outcomes of Education; Public Schools; Puzzles; Manipulative Materials; Intervention; Learning Processes; Educational Strategies; Preschool Children + Suchen Sie Ihr Suchwort? Unterrichtserfolg; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mathematics lessons; Mathematikunterricht; Elementare Geometrie; Didaktische Sequenzierung; Lernsequenz; Entwicklungsbezogene Bildung; Lernleistung; Schulerfolg; Public school; Öffentliche Schule; Legespiel; Hilfsmittel; Learning process; Lernprozess; Lehrstrategie; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule
Abstract	Although basing instruction on learning trajectories (LTs) is often recommended, there is little direct evidence regarding the premise of an LT approach--that instruction should be presented (only) one LT level beyond a child's present level. We evaluated this hypothesis in the domain of early shape composition. One group of preschoolers, who were at least two levels below the target instructional LT level, received instruction based on an empirically-validated LT. The counterfactual, skip-levels, group received an equal amount of instruction focused only on the target level. At posttest, children in the LT condition exhibited significantly greater learning than children in the skip-levels condition, mainly on near-transfer items; no child-level variables were significant moderators. Implications for theory and practice are discussed. [This article will be published in the "American Educational Research Journal."] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2021/2/06