A Curriculum-Based Approach to Learning Trajectories in Middle School Algebra

Autor/inn/en	Martínez, Mara V.; Castro-Superfine, Alison; Stoelinga, Timothy
Titel	A Curriculum-Based Approach to Learning Trajectories in Middle School Algebra
Quelle	In: REDIMAT - Journal of Research in Mathematics Education, 11 (2022) 1, S.5-32 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2014-3621
Schlagwörter	Middle School Mathematics; Algebra; Mathematics Instruction; Mathematics Curriculum; Professional Development; Teaching Methods; Mathematics Teachers + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende
Abstract	Our aim is to contribute to the body of research on learning trajectories (LTs) in mathematics by making visible a process for articulating a hypothetical learning trajectory implicit in a widely adopted, reform-based, middle-grades mathematics curriculum. In doing so, we highlight considerations, decisions, and challenges we faced as part of this work. By describing our LT articulation process, our aim is to highlight ways in which curriculum-specific LTs can be articulated to serve as a more proximal and instrumental tool for teachers' instructional practice. Furthermore, to illustrate we describe how the products of the work were used in practice-based professional learning experiences with middle-grades mathematics teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01