A Design Research Study of a Curriculum and Diagnostic Assessment System for a Learning Trajectory on Equipartitioning

Autor/inn/en	Confrey, Jere; Maloney, Alan
Titel	A Design Research Study of a Curriculum and Diagnostic Assessment System for a Learning Trajectory on Equipartitioning
Quelle	In: ZDM: The International Journal on Mathematics Education, 47 (2015) 6, S.919-932 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1863-9690
DOI	10.1007/s11858-015-0699-y
Schlagwörter	Research Design; Curriculum Evaluation; Educational Innovation; Elementary School Students; Grade 2; Grade 3; Grade 4; Learning Processes; Sequential Learning; Educational Diagnosis; Computer Assisted Testing; Teaching Methods + Suchen Sie Ihr Suchwort? Forschungsdesign; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Instructional innovation; Bildungsinnovation; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Learning process; Lernprozess; Didaktische Sequenzierung; Lernsequenz; Pedagogical diagnostics; Pädagogische Diagnostik; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Design research studies provide significant opportunities to study new innovations and approaches and how they affect the forms of learning in complex classroom ecologies. This paper reports on a two-week long design research study with twelve 2nd through 4th graders using curricular materials and a tablet-based diagnostic assessment system, both designed around a learning trajectory on equipartitioning. A learning trajectory is a conceptual model of how students move from naïve to more sophisticated understandings as they engage with a carefully sequenced set of tasks. The equipartitioning construct describes how students come to understand the ideas involved in sharing fairly an evenly divisible collection, a single shape or multiple shapes. The paper is organized around the three phases of design research: planning, conduct, and retrospective analysis Cobb et al. ("Educ Res" 32(1):9-13, 2003). It illustrates how the conjectures of the study are subjected to testing and revision, based on the students' and teachers' behaviors during the study, and how interpretations and theories evolve during the different phases. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01