Learning Trajectory Based Instruction

Sztajn, Paola; Confrey, Jere; Wilson, P. Holt; Edgington, Cynthia

doi:10.3102/0013189x12442801

Cited by 195 publications

(100 citation statements)

References 26 publications

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“…The volume of the first block is 60 × 10 × 30 = 18000 cm 3 , and the surface area of first block is (2 × 60 × 10) + (2 × 60 × 30) + (2 × 10 × 30) = 1200 + 3600 + 600 = 5400 cm 2 .…”

Section: Advances In Social Science Education and Humanities Researcmentioning

confidence: 99%

“…One attempt to connect the research in both fields appeared in 2012 conducted by [3]. Their effort to combine research in both areas is to construct what they referred to as learning trajectory based instruction (LTBI).…”

Section: Introductionmentioning

confidence: 99%

“…II. THEORETICAL FRAMEWORK Simon is the first researcher using the term hypothetical learning trajectory (HLT) to represent the students' learning process from their prior knowledge until the learning objective is set by the teacher [3]. Reference [4] states that there are three components on a HLT, i.e.…”

Section: Introductionmentioning

confidence: 99%

“…Their effort to combine research in both areas is to construct what they referred to as learning trajectory based instruction (LTBI). A LTBI is defined as a teaching and learning trajectory that HLT used for instructional decisions [3].…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Developing Learning Trajectory Based Instruction of the Volume and Surface Area of the Block

Julie¹

2017

Proceedings of the 5th SEA-DR (South East Asia Development Research) International Conference 2017 (SEADRIC 2017)

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Abstract-Three components on a hypothetical learning trajectory (HLT) are (1) the learning goal, (2) the learning activities, and (3) the way of students' thinking and learning. A learning trajectory based instruction (LTBI) is defined as a teaching and learning trajectory that used HLT for instructional decisions. Although the research related to student learning in measurement of length, area and volume quite a lot, but the research related to student learning in connection between the measurement of length, area and volume is still relatively small. The researcher tried to develop a context which helps students to construct the formula of the volume and the surface area of block. In this paper, the researcher will present about the LTBI for grade five students about the volume and the surface area of the block used RME approach. According to Two methods to find the volume of the three-dimensional figure are (1) the space is packed with a three-dimensional array unit which is iterated in the three-dimension and we called as the packing method, and (2) the space is filled by iterating a fluid unit which takes the shape of the container and we called as the filling method. The method chosen by researcher to find the volume of block in this paper is the packing method. The type of the research used by the researcher in this study is the design research developed by Gravemeijer and Cobb. According to Gravemeijer and Cobb, there are three phases in the research development, namely (1) the preparation of the design, (2) testing the design, and (3) the retrospective analysis. The researcher' exposure in this paper is limited to the first stage of the design research developed by Gravemeijer and Cobb.

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“…The volume of the first block is 60 × 10 × 30 = 18000 cm 3 , and the surface area of first block is (2 × 60 × 10) + (2 × 60 × 30) + (2 × 10 × 30) = 1200 + 3600 + 600 = 5400 cm 2 .…”

Section: Advances In Social Science Education and Humanities Researcmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Developing Learning Trajectory Based Instruction of the Volume and Surface Area of the Block

Julie¹

2017

Proceedings of the 5th SEA-DR (South East Asia Development Research) International Conference 2017 (SEADRIC 2017)

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“…We know that students' learning opportunities and the sense teachers make of them are enabled yet constrained by the teachers' content knowledge and pedagogical content knowledge (Sztajn et al 2012 …”

Section: Shifting To An Expanded Systemic Viewmentioning

confidence: 99%

Reinventing learning: a design-research odyssey

Abrahamson

2014

ZDM Mathematics Education

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Design research is a broad, practice-based approach to investigating problems of education. This approach can catalyze the development of learning theory by fostering opportunities for transformational change in scholars' interpretation of instructional interactions. Surveying a succession of design-research projects, I explain how challenges in understanding students' behaviors promoted my own recapitulation of a historical evolution in educators' conceptualizations of learning -Romantic, Progressivist, and Synthetic (Schön 1981) -and beyond to a proposed Systemic view. In reflection, I consider methodological adaptations to design-research practice that may enhance its contributions in accord with its objectives. (1980), who was a student of Piaget, champions the pedagogical implications of constructivism: children best learn via engaging in goal-oriented interactions with materials and reflecting on solutions to emergent problems they encounter in so doing. Abrahamson, D. (in pressAnd yet adding a pragmatic twist to constructivism, Papert (1991) coined the term "constructionism" so as to suggest that children best construct knowledge when they construct artifacts in the public domain. I believe that adults, too, best construct knowledge when they construct artifacts in the public domain, and this includes educational researchers constructing experimental learning materials. I thus view design research as a constructionist approach to educational research: researchers best construct theory when they construct artifacts for students and reflect on solutions to emergent problems encountered in so doing. These problems emerge for researchers in making sense of how students engage the artifacts. This reflective article discusses the role of design research in promoting learning theory. The context selected for the reflection is an enduring educational-research problem-the roles that naïve, spontaneous forms of knowing and acting may play in fostering conceptual learning. The article discusses a multi-project dialectical evolution of theoretical models pertaining to this problem. I argue that a succession of designresearch studies has brought about iterative transformational change in one researcher's conceptualization of naïve knowing and its didactical affordances. I implicate this transformational change in the micro-analysis of children's behaviors as they engage in cognitive and dialogical problems centered on activities with artifacts designed for these studies. I imply that my subjective experience generalizes broadly to educational scholarship.In order to lend structure to this reflection, I will begin by drawing on the literature to trace a historical trajectory in educational scholarship pertaining to the role of 3 Dor Abrahamson (in press), Reinventing Learning: a Design--Research Odyssey, ZDM 2015[6] dor@berkeley.edu naïve knowledge in conceptual learning. I then recount my ontogenetic journey as mapped upon this phylogenetic journey yet extending beyond it. This "cartographical" exercise should i...

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Winsight™ Assessment System: Preliminary Theory of Action

Wylie

2017

ETS Research Report Series

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The Winsight™ Assessment System integrates summative, interim (including both benchmark assessments and testlets), and formative assessment components initially focused on mathematics and English language arts (ELA) in Grades 3–8 and high school. This report provides a preliminary theory of action for the Winsight Assessment System. A theory of action illustrates the claims made about a program through a logic model (a diagram that links program components to intermediate and long‐term outcomes for various stakeholders) and a review of supporting literature for those claims. We first briefly describe the assessment and professional support components of the system, and then we identify 5 principles that undergird the theory of action and the logic model. We then present the logic model diagram and set of claims in the logic model that are ultimately intended to lead to improved student outcomes in the educational system. The report ends with a summary of logical, theoretical, and empirical evidence that supports these claims.

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Learning Trajectory Based Instruction

Cited by 195 publications

References 26 publications

Developing Learning Trajectory Based Instruction of the Volume and Surface Area of the Block

Developing Learning Trajectory Based Instruction of the Volume and Surface Area of the Block

Reinventing learning: a design-research odyssey

Winsight™ Assessment System: Preliminary Theory of Action

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