Teachers' Uses of a Learning Trajectory in Student-Centered Instructional Practices

Autor/inn/en	Wilson, P. Holt; Sztajn, Paola; Edgington, Cyndi; Myers, Marrielle
Titel	Teachers' Uses of a Learning Trajectory in Student-Centered Instructional Practices
Quelle	In: Journal of Teacher Education, 66 (2015) 3, S.227-244 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4871
DOI	10.1177/0022487115574104
Schlagwörter	Mathematics Instruction; Elementary School Mathematics; Thinking Skills; Faculty Development; Instructional Design; Research Design; Educational Research; Learner Controlled Instruction; Elementary School Teachers; Elementary School Students; Learning Processes; Semi Structured Interviews + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Elementare Mathematik; Schulmathematik; Denkfähigkeit; Lesson concept; Lessonplan; Unterrichtsentwurf; Forschungsdesign; Bildungsforschung; Pädagogische Forschung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Learning process; Lernprozess
Abstract	The growing national attention to students' learning trajectories (LTs) renews the opportunity to explore the ways that teachers may use students' thinking in their instruction. In this article, we examine teachers' learning of two frameworks, one for students' thinking in a particular domain and one for broad student-centered instructional practices, in the context of an elementary grades mathematics professional development setting. As a part of a retrospective analysis of a design experiment, we analyzed 19 lessons of teachers who participated in 60 hr of professional development designed to support their learning of one LT and one framework about student-centered instructional practices. Our findings describe the ways in which teachers brought together these frameworks to enact instructional practices that elicit and use students' mathematical thinking in classroom instruction. We conclude by arguing that LTs can serve as a referent for student-centered instructional practices, bridging guidelines for student-centered instruction with domain-specific understandings of students' thinking for teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01