Efficacy of a Learning Trajectory Approach Compared to a Teach-to-Target Approach for Addition and Subtraction

Autor/inn/en	Clements, Douglas H.; Sarama, Julie; Baroody, Arthur J.; Joswick, Candace
Titel	Efficacy of a Learning Trajectory Approach Compared to a Teach-to-Target Approach for Addition and Subtraction
Quelle	(2019), (38 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mathematics Instruction; Teaching Methods; Instructional Effectiveness; Kindergarten; Preschool Children; Subtraction; Arithmetic; Sequential Learning; Learning Processes; Addition + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Subtraktion; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Didaktische Sequenzierung; Lernsequenz; Learning process; Lernprozess
Abstract	Although basing instruction on a learning trajectory (LT) is often recommended, there is little direct evidence to support the premise of a "LT approach"--that to be maximally meaningful, engaging, and effective, instruction is best presented one LT level beyond a child's present level of thinking. The present report serves to address the question: Is it necessary to teach each contiguous level of a LT or can instruction be similarly or more effective when skipping levels, provided the necessary exemplars are made? In a multimethod research study that included individual teaching experiments embedded inside of a quasi-experimental research design, one group of 13 kindergartners received instruction based on an empirically-validated LT for addition and subtraction (the "LT" treatment). The counterfactual, "skip" treatment (n = 12), received instruction focused mainly on levels at least two levels above their present level for the same amount of time as the LT treatment. More children in the LT treatment exhibited greater addition and subtraction learning during sessions and from pretest to posttest than children in the skip treatment. Implications for future study are discussed. [This paper was published in "ZDM Mathematics Education" v52 n4 p637-648 2020 (EJ1261937).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01