Using Learning Trajectories to Enhance Formative Assessment

Autor/inn/en	Ebby, Caroline B.; Petit, Marjorie
Titel	Using Learning Trajectories to Enhance Formative Assessment
Quelle	In: Mathematics Teaching in the Middle School, 22 (2017) 6, S.368-372 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1072-0839
Schlagwörter	Formative Evaluation; Mathematics Instruction; Mathematics Teachers; Mathematical Concepts; Middle School Students; Middle School Teachers; Student Reaction; Learning Processes; Mathematics Achievement; Thinking Skills; Multiplication; Addition + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Schülerkritik; Learning process; Lernprozess; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Denkfähigkeit; Multiplikation
Abstract	A learning trajectory describes the progression of student thinking and strategies over time in terms of sophistication of both conceptual understanding and procedural fluency. Currently, learning trajectories exist in the research literature for many mathematical domains, including counting, addition and subtraction, multiplicative thinking, measurement, geometry, proportional reasoning, and algebraic thinking. These trajectories are at the heart of the Common Core Standards and elucidated in the companion Progressions documents (Common Core Standards Writing Team 2013). This article describes tools and routines developed by the Ongoing Assessment Project (OGAP) that make these trajectories accessible for teachers and can enhance both instructional practice and student learning. In particular, the authors illustrate how the OGAP Proportionality Progression can help teachers draw on this research to make sense of and respond to student thinking about proportional reasoning in the middle grades. [This article was edited by Natasha Murray.] (ERIC).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: NCTM@nctm.org; Web site: http://www.nctm.org/publications/mathematics-teaching-in-the-middle-school/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01