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A curriculum-based approach to learning trajectories in middle school algebra

  • Martinez, Mara V [1] ; Castro-Superfine, Alison [1] ; Stoelinga, Timothy [2]
    1. [1] University of Illinois-Chicago
    2. [2] Loyola University
  • Localización: REDIMAT, ISSN-e 2014-3621, Vol. 11, Nº. 1, 2022 (Ejemplar dedicado a: REDIMAT), págs. 5-32
  • Idioma: inglés
  • DOI: 10.17583/redimat.5539
  • Títulos paralelos:
    • Un enfoque basado en el plan de estudios para las trayectorias de aprendizaje en álgebra de la escuela intermedia
  • Enlaces
  • Resumen
    • español

      Nuestro objetivo es contribuir al cuerpo de investigación sobre trayectorias de aprendizaje (TA) en matemáticas al hacer visible un proceso para articular una trayectoria de aprendizaje hipotética implícita en un currículo de matemáticas de grado medio ampliamente adoptado y basado en la reforma. Al hacerlo, destacamos las consideraciones, decisiones y desafíos que enfrentamos como parte de este trabajo. Al describir nuestro proceso de articulación de TA, nuestro objetivo es resaltar las formas en que se pueden articular las TA específicas del plan de estudios para que sirvan como una herramienta más próxima e instrumental para la práctica educativa de los maestros. Además, para ilustrar, describimos cómo se usaron los productos del trabajo en experiencias de aprendizaje profesional basadas en la práctica con profesores de matemáticas de grados medios.

    • English

      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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