Articulating a Learning Sciences Foundation for Learning Trajectories in the CCSS-M [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (34th, Kalamazoo, MI, Nov 1-4, 2012).

Autor/in	Confrey, Jere
Titel	Articulating a Learning Sciences Foundation for Learning Trajectories in the CCSS-M [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (34th, Kalamazoo, MI, Nov 1-4, 2012).
Quelle	(2012), (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Common Core State Standards; Arithmetic; Multiplication; Elementary School Mathematics; Fractions; Mathematical Models; Mathematical Concepts; Numbers; Mathematics Education; Web Sites; Misconceptions + Suchen Sie Ihr Suchwort? Common core curriculum; Curriculum; Kerncurriculum; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Multiplikation; Elementare Mathematik; Schulmathematik; Bruchrechnung; Mathematical model; Mathematisches Modell; Zahlenraum; Mathematische Bildung; Web-Design; Missverständnis
Abstract	The paper describes the history of how learning trajectories (LTs) were associated with the Common Core State Standards for Mathematics (CCSS-M) and discusses the degree to which the two correspond faithfully. It reports on a website, www.turnonccmath.com, which organizes the K-8 standards into 18 LTs describing the development of big ideas over time, informed by empirical studies of learners. The paper illustrates how descriptors for each LT identify: (1) conceptual principles, (2) strategies representations, and misconceptions, (3) meaningful distinctions and multiple models, (4) coherent structure, and (5) bridging standards. The design principles for the website are illustrated describing how the CCSS-M are related to a learning trajectory on division and multiplication. [For the complete proceedings, see ED584829.] (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	2020/1/01