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Title Learning over time : learning trajectories in mathematics education / edited by Alan P. Maloney, Jere Confrey, Kenny H. Nguyen.
Imprint Charlotte, NC : Information Age Publishing, Inc., [2014]

Subject Mathematics -- Study and teaching (Early childhood)
Educational psychology.
Child development.
Alt Name Maloney, Alan P.,
Confrey, Jere,
Nguyen, Kenny H.,
Description 1 online resource (xxii, 264 pages) : illustrations
polychrome rdacc
Note Print version record.
Bibliography Note Includes bibliographical references.
Contents Machine generated contents note: 1.Learning Trajectories: Foundations for Effective, Research-based Education / Julie Sararna -- 2.Toward Establishing a Learning Progression to Support the Development of Statistical Reasoning / Mark Wilson -- 3.Equipartitioning, a Foundation for Rational Number Reasoning: Elucidation of a Learning Trajectory / Andre A. Rupp -- 4.Two Approaches to Describing the Development of Students' Reasoning About Length: A Case Study for Coordinating Related Trajectories / Michael T. Battista -- 5.Linking Standards and Learning Trajectories: Boundary Objects and Representations / Alan Moloney -- 6.Exploring the Relationship Between Learning Trajectories and Curriculum: A Content Analysis of Rational Number Reasoning in Connected Mathematics and UCSMP Transition Mathematics / Jere Confrey -- 7.Articulated Learning Trajectories: A Framework for Mathematical Content Analyses / Travis A. Olson
Summary The driving forces behind mathematics learning trajectories is the need to understand how children actually learn and make sense of mathematics-how they progress from prior knowledge, through intermediate understandings, to the mathematics target understandings-and how to use these insights to improve instruction and student learning. In this book, readers will come to understand what learning trajectories are, the research and methodology that are necessary for developing them, and gain insight into potential applications of learning trajectories. A synthesis and research outcome in their own right, learning trajectories provide detailed description of instructionally-grounded development of mathematical concepts and reasoning from the perspective of student learning, and, overall, building on decades of accumulated experience in mathematics education research. However, their greater importance may lie in their potential as frameworks that contribute an unprecedented coherence across classroom instruction, professional development, standards, and assessment, by focusing squarely on conceptual understanding and reasoning instead of assessment-driven procedural knowledge. This potential was sufficiently compelling as an organizing framework to have been cited as a basis for the Common Core mathematics standards, the new mathematics learning expectations that are now consistent across most of the United States.
ISBN 9781623965709 (electronic bk.)
1623965705 (electronic bk.)
ISBN/ISSN 40024241761
OCLC # 886539928
Additional Format Print version: Learning over time 9781623965686 (DLC) 2013048596 (OCoLC)865297784.

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