Expanding Notions of "Learning Trajectories" in Mathematics Education

Autor/inn/en	Weber, Eric; Walkington, Candace; McGalliard, William
Titel	Expanding Notions of "Learning Trajectories" in Mathematics Education
Quelle	In: Mathematical Thinking and Learning: An International Journal, 17 (2015) 4, S. 253-272Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-6065
DOI	10.1080/10986065.2015.1083836
Schlagwörter	Forschungsbericht; Mathematics Education; Learning; Student Development; Learning Theories; Constructivism (Learning); Cognitive Science; Communities of Practice; Common Core State Standards + Suchen Sie Ihr Suchwort? Mathematische Bildung; Lernen; Learning theory; Lerntheorie; Kognitionswissenschaft; Community; Common core curriculum; Curriculum; Kerncurriculum
Abstract	Over the past 20 years learning trajectories and learning progressions have gained prominence in mathematics and science education research. However, use of these representations ranges widely in breadth and depth, often depending on from what discipline they emerge and the type of learning they intend to characterize. Learning trajectories research has spanned from studies of individual student learning of a single concept to trajectories covering a full set of content standards across grade bands. In this article, we discuss important theoretical assumptions that implicitly guide the development and use of learning trajectories and progressions in mathematics education. We argue that diverse theoretical conceptualizations of what it means for a student to "learn" mathematics necessarily both constrains and amplifies what a particular learning trajectory can capture about the development of students' knowledge. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01