Learning Trajectories as a Tool for Mathematics Lesson Planning [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	Edgington, Cyndi
Titel	Learning Trajectories as a Tool for Mathematics Lesson Planning [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), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mathematics; Mathematics Instruction; Lesson Plans; Mathematics Activities; Learning Activities; Mathematical Logic; Thinking Skills; Grade 2; Elementary School Teachers; Elementary School Students; Teaching Methods; Common Core State Standards; Mathematics Teachers; Grounded Theory; Qualitative Research; Questionnaires; Observation + Suchen Sie Ihr Suchwort? Mathematik; Mathematics lessons; Mathematikunterricht; Lesson planning; Unterrichtsplanung; Lernaktivität; Mathematical logics; Mathematische Logik; Denkfähigkeit; School year 02; 2. Schuljahr; Schuljahr 02; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Common core curriculum; Curriculum; Kerncurriculum; Mathematics; Qualitative Forschung; Fragebogen; Beobachtung
Abstract	In this paper, I examine the utility of a mathematics learning trajectory as a tool to support teachers' attention to students' mathematical thinking. I present findings from one second grade teacher's use of a learning trajectory as she planned a sequence of three mathematics lessons. Findings suggest learning trajectories support teachers in choosing appropriate tasks and learning goals, and in anticipating students' likely approaches and difficulties. Learning trajectories, as representations of student thinking, provide teachers with a means of evaluating evidence of student learning of intended goals and afford them with a range of instructional moves based on their students' current conceptions. [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