Scaffolding learner-centered curricular coherence using learning maps and diagnostic assessments designed around mathematics learning trajectories

Scaffolding learner-centered curricular coherence using learning maps and diagnostic assessments... The paper describes how designers used the construct of learning trajectories to create a tool, Math-Mapper 6–8, to help scaffold curricula toward increased learner-centered coherence. It defines “learner-centered curricular coherence” as “an organizational means to promote a high likelihood that each learner traverses one of many possible paths to understand target disciplinary ideas in a curriculum.” The tool’s features, including its learning map, diagnostic assessments, and reporting system, are tied to its underlying foundation in learning trajectories. Three preliminary studies of the implemented tool’s effects are reported to provide insight to its influence on curricular sequencing, students’ patterns of performance in early algebra, and student responses to the assessments. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png ZDM Springer Journals

Scaffolding learner-centered curricular coherence using learning maps and diagnostic assessments designed around mathematics learning trajectories

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Publisher
Springer Berlin Heidelberg
Copyright
Copyright © 2017 by FIZ Karlsruhe
Subject
Education; Mathematics Education; Mathematics, general
ISSN
1863-9690
eISSN
1863-9704
D.O.I.
10.1007/s11858-017-0869-1
Publisher site
See Article on Publisher Site

Abstract

The paper describes how designers used the construct of learning trajectories to create a tool, Math-Mapper 6–8, to help scaffold curricula toward increased learner-centered coherence. It defines “learner-centered curricular coherence” as “an organizational means to promote a high likelihood that each learner traverses one of many possible paths to understand target disciplinary ideas in a curriculum.” The tool’s features, including its learning map, diagnostic assessments, and reporting system, are tied to its underlying foundation in learning trajectories. Three preliminary studies of the implemented tool’s effects are reported to provide insight to its influence on curricular sequencing, students’ patterns of performance in early algebra, and student responses to the assessments.

Journal

ZDMSpringer Journals

Published: May 26, 2017

References

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