Designing Professional Learning Tasks for Mathematics Learning Trajectories
Tipo de documento
Autores
Lista de autores
P.-Holt, Wilson, Paola, Sztajn y Cyndi, Edgington
Resumen
In this paper, we present an emerging set of learning conjectures and design principles to be used in the development of professional learning tasks that support elementary teachers’ learning of mathematics learning trajectories. We outline our theoretical perspective on teacher knowledge of learning trajectories, review the literature concerning mathematics professional learning tasks, offer a set of initial conjectures about teacher learning of learning trajectories, and articulate a set of principles to guide the design of tasks. We conclude with an example of one learning trajectory professional learning task taken from our current research project.
Fecha
2013
Tipo de fecha
Estado publicación
Términos clave
Enfoque
Nivel educativo
Educación primaria, escuela elemental (6 a 12 años) | Educación secundaria básica (12 a 16 años)
Idioma
Revisado por pares
Formato del archivo
Referencias
Ball, D., Thames, M., & Phelps. G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59(5), 389-407. Clements, D., & Sarama, J. (2004). Learning trajectories in mathematics education. Mathematical Thinking and Learning, 6(2), 81-89. Clements, D., Sarama, J., Spitler, M. E., Lange, A. A., & Wolfe, C. B. (2011). Mathematics learned by young children in an intervention based on learning trajectories. Journal for Research in Mathematics Education, 42(2), 127-166. Cobb, P., Confrey, J., diSessa, A., Lehrer, R., & Schauble, L. (2003). Design experiments in educational research. Educational Researcher, 32(1), 9-13. Confrey, J. (2006). The evolution of design studies as methodology. In K. Sawyer (Ed.), Cambridge handbook of the learning sciences (pp. 135-152). Cambridge, United Kingdom: Cambridge Press. Confrey, J. (2012). Better measurement of higher-cognitive processes through learning trajectories and diagnostic assessments in mathematics: the challenge in adolescence. In V. Reyna, M. Dougherty, S. B. Chapman, & J. Confrey (Eds.), The adolescent brain: learning reasoning, and decision making. Washington, DC: American Psychology Association. Confrey, J., Maloney, A. P., Nguyen, K. H., Mojica, G., & Myers, M. (2009). Equipartitioning/splitting as a foundation of rational number reasoning using learning trajectories. In M. Tzekaki, M. Kaldrimidou, & H. Sakonidis (Eds.), Proceedings of the 33rd Conference of the Psychology of Mathematics Education (Vol. 2, pp. 345-352). Thessaloniki, Greece: PME. Corcoran, T., Mosher, F. A., & Rogat, A. (2009). Learning progressions in science: An evidence based approach to reform. Retrieved from http://www.cpre.org/ima ges/stories/cpre_pdfs/lp_science_rr63.pdf Daro, P., Mosher, F., & Corcoran, T. (2011). Learning trajectories in mathematics: a foundation for standards, curriculum, assessment, and instruction. Retrieved from http://www.cpre.org/images/stories/cpre_pdfs/learning%20trajectories%20in%20math_ccii%20report.pdf Mojica, G. (2010). Preparing pre-service elementary teachers to teach mathematics with learning trajectories. Unpublished doctoral dissertation, North Carolina State University, USA. Philipp, R. (2008). Motivating prospective elementary school teachers to learn mathematics by focusing upon children’s mathematical thinking. Issues in Teacher Education, 17(2), 7-26. Phillip, R., Thanheiser, E., & Clement, L. (2002). The role of a children’s mathematical thinking experience in the preparation of prospective elementary school teachers. International Journal of Educational Reform, 27(2), 195-213. Shulman, L. (1986). Those who understand: knowledge growth in teaching. Educational Researcher, 15(2), 4-14. Silver, E., Clark, L., Ghousseini, H., Charalambous, C., & Sealy, J. (2007). Where is the mathematics? Examining teachers’ mathematical learning opportunities in practice-based professional learning tasks. Journal of Mathematics Teacher Education, 11(4-6), 261-277. Silverman, J., & Thompson, P. (2008). Toward a framework for the development of mathematical knowledge for teaching. Journal of Mathematics Teacher Education, 11(6), 499-511. Simon, M. A. (1995). Reconstructing mathematics pedagogy from a constructivist perspective. Journal for Research in Mathematics Education, 26(2), 114-145. Simon, M. A. (2006). Key developmental understandings in mathematics: a direction for investigating learning goals. Mathematical Thinking & Learning, 8(4), 359-371. Smith, M. S. (2001). Practice-based professional development for teachers of mathematics. Reston, VA: National Council of Teachers of Mathematics. Smith, M. S., & Boston, M. (2009). Transforming secondary mathematics teaching: Increasing the cognitive demands of instructional tasks used in teachers’ classrooms. Journal for Research in Mathematics Education, 40(2), 119-156. Swan, M. (2007). The impact of task-based professional development on teachers’ practices and beliefs. Journal of Mathematics Teacher Education, 11(4-6), 217-237. Wilson, P. H. (2009). Teachers’ uses of a learning trajectory for equipartitioning. Unpublished doctoral dissertation. North Carolina State University, USA. Zaslavsky, O. (2007). Mathematics-related tasks, teacher education, and teacher educators. Journal of Mathematics Teacher Education, 11(4-6), 433-440.
Documentos relacionados
Un enfoque didáctico del Programa Etnomatemáticas
- Aroca, Armando
- Colaboración entre colegas, Diversidad sociocultural, Materiales manipulativos, Reflexión sobre la enseñanza, Situado sociocultural
- Educación media, bachillerato, secundaria superior (16 a 18 años), Educación primaria, escuela elemental (6 a 12 años), Educación secundaria básica (12 a 16 años)
El signo cultural como orientador de una pedagogía culturalmente relevante en la enseñanza de las matemáticas
- Gavarrete, María Elena
- Creatividad, Cultura-religión, Estilos de aprendizaje, Planteamiento de problemas, Reflexión sobre la enseñanza, Situado sociocultural
- Educación media, bachillerato, secundaria superior (16 a 18 años), Educación primaria, escuela elemental (6 a 12 años), Educación secundaria básica (12 a 16 años)