Developing a Learning Progression for Curriculum, Instruction, and Student Learning: An Example from Mathematics Education

Autor/inn/en	Fonger, Nicole L.; Stephens, Ana; Blanton, Maria; Isler, Isil; Knuth, Eric; Gardiner, Angela Murphy
Titel	Developing a Learning Progression for Curriculum, Instruction, and Student Learning: An Example from Mathematics Education
Quelle	In: Cognition and Instruction, 36 (2018) 1, S.30-55 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fonger, Nicole L.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-0008
DOI	10.1080/07370008.2017.1392965
Schlagwörter	Academic Achievement; Mathematics Education; Algebra; Research and Development; Science Education; Learning Processes; Pilot Projects; Case Studies; Longitudinal Studies; Mathematical Logic; Curriculum Implementation; Grade 3; Grade 4; Grade 5; Elementary School Mathematics; Elementary School Students; Mathematical Concepts; Thinking Skills; Curriculum Development; Curriculum Design; Instructional Design + Suchen Sie Ihr Suchwort? Schulleistung; Mathematische Bildung; Forschung und Entwicklung; Naturwissenschaftliche Bildung; Learning process; Lernprozess; Pilot project; Modellversuch; Pilotprojekt; Case study; Fallstudie; Case Study; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Mathematical logics; Mathematische Logik; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Elementare Mathematik; Schulmathematik; Denkfähigkeit; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Lehrplangestaltung; Lesson concept; Lessonplan; Unterrichtsentwurf
Abstract	Learning progressions have been demarcated by some for science education, or only concerned with levels of sophistication in student thinking as determined by logical analyses of the discipline. We take the stance that learning progressions can be leveraged in mathematics education as a form of curriculum research that advances a linked understanding of students learning over time through careful articulation of a curricular framework and progression, instructional sequence, assessments, and levels of sophistication in student learning. Under this broadened conceptualization, we advance a methodology for developing and validating learning progressions, and advance several design considerations that can guide research concerned with engendering forms of mathematics learning, and curricular and instructional support for that learning. We advance a two-phase methodology of (a) research and development, and (b) testing and revision. Each phase involves iterative cycles of design and experimentation with the aim of developing a validated learning progression. In particular, we gathered empirical data to revise our hypothesized curricular framework and progression and to measure change in students. thinking over time as a means to validate both the effectiveness of our instructional sequence and of the assessments designed to capture learning. We use the context of early algebra to exemplify our approach to learning progressions in mathematics education with a focus on the concept of mathematical equivalence across Grades 3-5. The domain of work on research on learning over time is evolving; our work contributes a broadened role for learning progressions work in mathematics education research and practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01