Learning Trajectory Based Instruction

Educational Researcher - Tập 41 Số 5 - Trang 147-156 - 2012
Paola Sztajn1, Jere Confrey2, P. Holt Wilson2, Cynthia Edgington2
1North Carolina State University, Raleigh, NC
2The University of North Carolina at Greensboro, NC

Tóm tắt

In this article, we propose a theoretical connection between research on learning and research on teaching through recent research on students’ learning trajectories (LTs). We define learning trajectory based instruction (LTBI) as teaching that uses students’ LTs as the basis for instructional decisions. We use mathematics as the context for our argument, first examining current research on LTs and then examining emerging research on how mathematics teachers use LTs to support their teaching. We consider how LTs provide specificity to four highly used frameworks for examining mathematics teaching, namely mathematical knowledge for teaching, task analysis, discourse facilitation practices, and formative assessment. We contend that by unifying various teaching frameworks around the science of LTs, LTBI begins to define a theory of teaching organized around and grounded in research on student learning. Thus, moving from the accumulation of various frameworks into a reorganization of the frameworks, LTBI provides an integrated explanatory framework for teaching.

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Educational Researcher

Tập 41 Số 5

147-156

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