Learning Trajectory Based Instruction
Toward a Theory of Teaching
Bibliographic Data
| ID | 9735111 |
|---|---|
| Authors | Paola Sztajn (0000-0002-5270-6924, North Carolina State University, Raleigh, NC, corresponding author), Jere Confrey (0000-0001-9776-5939, The University of North Carolina at Greensboro, NC), P Holt Wilson (The University of North Carolina at Greensboro, NC), Cynthia Edgington (The University of North Carolina at Greensboro, NC) |
| Year | 2012 |
| Volume | 41 |
| Issue | 5 |
| Pages | 147-156 |
| Publication date | 2012-06-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Educational Researcher (JOURNAL) |
| Journal identifiers | ISSN: 0013-189X • E-ISSN: 1935-102X |
| Publisher | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/0013189x12442801 |
| OpenAlex | W2026796636 |
| Language | EN |
| Citations received | 21 |
| References cited | 19 |
In this article, we propose a theoretical connection between research on learning and research on teaching through recent research on students’ learning trajectories (LTs). We define learning trajectory based instruction (LTBI) as teaching that uses students’ LTs as the basis for instructional decisions. We use mathematics as the context for our argument, first examining current research on LTs and then examining emerging research on how mathematics teachers use LTs to support their teaching. We consider how LTs provide specificity to four highly used frameworks for examining mathematics teaching, namely mathematical knowledge for teaching, task analysis, discourse facilitation practices, and formative assessment. We contend that by unifying various teaching frameworks around the science of LTs, LTBI begins to define a theory of teaching organized around and grounded in research on student learning. Thus, moving from the accumulation of various frameworks into a reorganization of the frameworks, LTBI provides an integrated explanatory framework for teaching
Argument (complex analysis · Context (archaeology · Formative assessment · Mathematics education · Task (project management · Teaching method · Cognitive and developmental aspects of mathematical skills · Computer Science · Innovative Teaching and Learning Methods · Mathematics Education and Teaching Techniques · Psychology
Teacher Expertise
Instrumental Genesis of Learning Trajectories in Professional Noticing
Tracing learning in a digital learning environment
Mathematics teaching strategies and 4th-grade student achievement in Arab countries
Designing Inclusive Computational Thinking Learning Trajectories for the Youngest Learners
Understanding of Inverse Proportional Reasoning in Pre-Service Teachers
Using educative learning progression to support novice science teachers’ lesson plan critiques
A Systematic Review of Teacher Prerequisites for Integrating Technology‐Supported Formative Assessment in K–12 STEM Education
Learning Progression–Based Assessments
Didactical scenario for teaching GCF and LCM topics in elementary school
Elementary teachers’ agency
Quantifying correspondence between the intended and the implemented intervention in educational design research
Student self-assessment of oral explanations
Kindergarten Teachers’ Experiences in a Spatial Orientation Skills Professional Development Program
Learning Obstacles in the Making of Lesson Plans by Prospective Mathematics Teacher Students
Examining the influence of van Hiele theory-based instructional activities on elementary preservice teachers’ geometry knowledge for teaching 2-D shapes
Flipping instruction in a fifth grade class
Evidence Use and the Common Core State Standards Movement
The Role of Language Learning Progressions in Improved Instruction and Assessment of English Language Learners
Changes in Teachers’ Discourse About Students in a Professional Development on Learning Trajectories
Teachers' Uses of a Learning Trajectory in Student-Centered Instructional Practices
Academic Work
A Longitudinal Study of Learning to Use Children's Thinking in Mathematics Instruction
A Situated and Sociocultural Perspective on Bilingual Mathematics Learners
Reconstructing Mathematics Pedagogy from a Constructivist Perspective
Orchestrating Productive Mathematical Discussions
Assessment and Classroom Learning
The Cambridge Handbook of the Learning Sciences
Building Student Capacity for Mathematical Thinking and Reasoning
Using Knowledge of Children’s Mathematics Thinking in Classroom Teaching
Learning Progressions in Science
Content Knowledge for Teaching
| Citations per year | 1.62 |
|---|---|
| Citation span | 2013 - 2026 (14) |
| Highly cited | No |