Length Measurement in the Early Years: Teaching and Learning with Learning Trajectories

Autor/inn/en	Sarama, Julie; Clements, Douglas H.; Barrett, Jeffrey E.; Cullen, Craig J.; Hudyma, Aaron; Vanegas, Yuly
Titel	Length Measurement in the Early Years: Teaching and Learning with Learning Trajectories
Quelle	In: Mathematical Thinking and Learning: An International Journal, 24 (2022) 4, S.267-290 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sarama, Julie) ORCID (Clements, Douglas H.) ORCID (Barrett, Jeffrey E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-6065
DOI	10.1080/10986065.2020.1858245
Schlagwörter	Mathematics Instruction; Teaching Methods; Learning Trajectories; Measurement; Child Development; Intervention; Teacher Student Relationship; Instructional Effectiveness; Learning Theories; Kindergarten; Elementary School Students; Task Analysis + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Messverfahren; Kindesentwicklung; Teacher student relationships; Lehrer-Schüler-Beziehung; Unterrichtserfolg; Learning theory; Lerntheorie; Aufgabenanalyse
Abstract	Measurement is a critical component of mathematics education, but research on the learning and teaching of measurement is limited. We previously introduced, refined, and validated a developmental progression -- the cognitive core of a learning trajectory -- for length measurement in the early years. A complete learning trajectory includes instructional activities and pedagogical strategies, correlated with each level of the developmental progression. This study evaluated a portion of our learning trajectory, focusing on the instructional component. We found that the instruction was successful in promoting a progression from one level to the next for 40% of the children, with others developing positive new behaviors (but not sufficient to progress to a new level). We identified specific characteristics of the interventions' tasks and teacher--child interactions that engendered learning. The use of standard or multiple nonstandard units may play different roles at different points in the learning trajectory. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01