From Implicit to Explicit: Articulating Equitable Learning Trajectories Based Instruction

Autor/inn/en	Myers, Marrielle; Sztajn, Paola; Wilson, P. Holt; Edgington, Cyndi
Titel	From Implicit to Explicit: Articulating Equitable Learning Trajectories Based Instruction
Quelle	In: Journal of Urban Mathematics Education, 8 (2015) 2, S.11-22 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2151-2612
Schlagwörter	Teaching Methods; Mathematics Instruction; Common Core State Standards; Equal Education; Learning Processes; Access to Education; Academic Achievement; Identification (Psychology); Power Structure + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; Common core curriculum; Curriculum; Kerncurriculum; Learning process; Lernprozess; Education; Access; Bildung; Zugang; Bildungszugang; Schulleistung
Abstract	Over the last half century, mathematics education has seen numerous reform initiatives and standards. About every ten years, a new wave of documents offers recommendations on how to best teach mathematics. The Common Core State Standards for Mathematics (CCSSM; National Governors Association Center for Best Practices & Council of Chief State School Officers, 2010) builds on the concept of learning trajectories (LT) (Daro, Mosher, & Corcoran, 2011) and outlines the mathematics content and practices to be addressed at particular grade levels. With the widespread adoption of these standards, mathematics teacher educators have worked to share ideas about trajectories with teachers. Because research on learning largely developed separately from research on teaching, the authors' work used LTs to link these two bodies of research. They theorized the concept of Learning Trajectories Based Instruction (LTBI) as a model of teaching where instructional decisions are grounded in research on student learning in the form of trajectories and they interpreted several highly developed domains of research on mathematics teaching in relation to these trajectories (Sztajn, Confrey, Wilson, & Edgington, 2012). Since that time, the authors have worked to share this model with teachers in professional development settings, and their research has empirically examined and elaborated the affordances of LTBI. In this commentary, they critically analyze the LTBI model using Gutiérrez's (2007) dimensions of equity as a comprehensive framework for equity in mathematics education. Through this theoretical examination, they make explicit the assumptions inherent in the initial model and identify opportunities for LTBI to enhance equitable mathematics instruction. First, they briefly introduce current research on LTs and highlight principles of LTs that they contend are aligned with equitable instruction. Next, they present Gutiérrez's framework and a rationale for its selection as a tool for their theoretical analysis, briefly describing each of its dimensions. They detail their analysis of LTBI and conjecture what equity-oriented uses of the model might look like in instruction. The authors conclude with an invitation to the mathematics teacher education community to discuss the potentials and challenges of using LTs to support equitable mathematics instruction. (ERIC).
Anmerkungen	Journal of Urban Mathematics Education. Georgia State University, College of Education and Human Development, MSE, 30 Pryor Street Suite 600, Atlanta, GA 30303. Tel: 404-413-8409; Fax: 404-413-8063; e-mail: jumeinfo@gsu.edu; Web site: http://ed-osprey.gsu.edu/ojs/index.php/jume
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01