Exploring a Diverse Learner's Equipartitioning Learning Trajectory

Autor/in	Crawford, Angela R.
Titel	Exploring a Diverse Learner's Equipartitioning Learning Trajectory
Quelle	In: Investigations in Mathematics Learning, 14 (2022) 4, S.288-304 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Crawford, Angela R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1947-7503
DOI	10.1080/19477503.2022.2139090
Schlagwörter	Learning Trajectories; Mathematics Instruction; Student Diversity; Guidelines; Mathematical Concepts; Concept Formation; Thinking Skills; Fractions; Abstract Reasoning; Learning Processes; Learner Engagement; Elementary School Students; Special Education; Inferences; Learning Problems; Teaching Methods; Learning Strategies; Visual Aids; Error Correction; Generalization + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Richtlinien; Concept learning; Begriffsbildung; Denkfähigkeit; Bruchrechnung; Abstraktes Denken; Denken; Learning process; Lernprozess; Special needs education; Sonderpädagogik; Sonderschulwesen; Inference; Inferenz; Lernproblem; Teaching method; Lehrmethode; Unterrichtsmethode; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Anschauungsmaterial; Korrektur
Abstract	Learning trajectories are built upon progressions of mathematical understandings that are typical of the general population of students. As such, they are useful frameworks for exploring how understandings of diverse learners may be similar or different from their peers, which has implications for tailoring instruction. The purpose of this teaching experiment was to explore a diverse learner's understandings about equipartitioning and relational reasoning. Across eleven 45-min individualized sessions, the equipartitioning learning trajectory (EPLT) served as the framework for investigating the student's thinking and learning. Findings illustrate how a student's actual trajectory can be focused on developing a many-to-one meaning for fractions and relational reasoning, rather than strictly adhering to the sequence of proficiencies hypothesized by the EPLT. Further, the student's engagement with cognitive elements which characterize mental activity reveals ways instruction might be tailored to support a student's relational reasoning. Implications include a more nuanced perspective on individual learning of equipartitioning and important considerations for educators who support relational reasoning in diverse learners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01