A Curriculum-Based Approach to Learning Trajectories in Middle School Algebra
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,...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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Hipatia Press
2022-02-01
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| Series: | REDIMAT |
| Online Access: | https://hipatiapress.com/hpjournals/index.php/redimat/article/view/5539 |
| _version_ | 1811165638140362752 |
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| author | Mara V Martinez Alison Castro-Superfine Timothy Stoelinga |
| author_facet | Mara V Martinez Alison Castro-Superfine Timothy Stoelinga |
| author_sort | Mara V Martinez |
| collection | DOAJ |
| description |
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.
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| first_indexed | 2024-04-10T15:39:54Z |
| format | Article |
| id | doaj.art-6e6a4cdf6f614fdc9fd4f93004681a11 |
| institution | Directory Open Access Journal |
| issn | 2014-3621 |
| language | English |
| last_indexed | 2024-04-10T15:39:54Z |
| publishDate | 2022-02-01 |
| publisher | Hipatia Press |
| record_format | Article |
| series | REDIMAT |
| spelling | doaj.art-6e6a4cdf6f614fdc9fd4f93004681a112023-02-12T12:54:40ZengHipatia PressREDIMAT2014-36212022-02-0111110.17583/redimat.5539A Curriculum-Based Approach to Learning Trajectories in Middle School AlgebraMara V Martinez0Alison Castro-Superfine1Timothy Stoelinga2University of Illinois-ChicagoUniversity of Illinois - ChicagoLoyola University 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. https://hipatiapress.com/hpjournals/index.php/redimat/article/view/5539 |
| spellingShingle | Mara V Martinez Alison Castro-Superfine Timothy Stoelinga A Curriculum-Based Approach to Learning Trajectories in Middle School Algebra REDIMAT |
| title | A Curriculum-Based Approach to Learning Trajectories in Middle School Algebra |
| title_full | A Curriculum-Based Approach to Learning Trajectories in Middle School Algebra |
| title_fullStr | A Curriculum-Based Approach to Learning Trajectories in Middle School Algebra |
| title_full_unstemmed | A Curriculum-Based Approach to Learning Trajectories in Middle School Algebra |
| title_short | A Curriculum-Based Approach to Learning Trajectories in Middle School Algebra |
| title_sort | curriculum based approach to learning trajectories in middle school algebra |
| url | https://hipatiapress.com/hpjournals/index.php/redimat/article/view/5539 |
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