The Role of Learning Progressions in "Democratizing" Students' Access to Algebra [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (44th, Nashville, TN, Nov 17-20, 2022).

Autor/in	Blanton, Maria
Titel	The Role of Learning Progressions in "Democratizing" Students' Access to Algebra [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (44th, Nashville, TN, Nov 17-20, 2022).
Quelle	(2022), (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Learning Trajectories; Access to Education; Algebra; Mathematics Education; Elementary School Students; Instructional Innovation; Instructional Design; Teaching Methods; Learning Processes; Comparative Analysis; Thinking Skills; Generalization; Mathematical Concepts + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Mathematische Bildung; Educational Innovation; Bildungsinnovation; Lesson concept; Lessonplan; Unterrichtsentwurf; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Denkfähigkeit
Abstract	Learning progressions have become an important construct in educational research, in part because of their ability to inform the design of coherent standards, curricula, assessments, and instruction. In this paper, I discuss how a learning progressions approach has guided our development of an early algebra innovation for the elementary grades and provide examples of how this approach can help challenge a settled mathematics learning status quo about the kind of algebra students can learn, when they can learn it, and how all students can be successful. Empirically derived learning progressions are an important part of designing early algebra innovations that can open new curricular pathways for teaching and learning algebra, creating accessible and effective avenues of learning for all students. [For the complete proceedings, see ED630210.] (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	2024/1/01