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	In: ZDM: The International Journal on Mathematics Education, 52 (2020) 4, S.637-648 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Clements, Douglas H.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1863-9690
DOI	10.1007/s11858-019-01122-z
Schlagwörter	Mathematics Instruction; Teaching Methods; Kindergarten; Preschool Children; Learning Processes; Instructional Effectiveness; Arithmetic; Addition; Subtraction; Sequential Learning + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Learning process; Lernprozess; Unterrichtserfolg; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Subtraktion; Didaktische Sequenzierung; Lernsequenz
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. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01