Item request has been placed! ×
Item request cannot be made. ×
loading  Processing Request

The Role of Learning Progressions in 'Democratizing' Students' Access to Algebra

Item request has been placed! ×
Item request cannot be made. ×
loading   Processing Request
اقرأ على الانترنت اقرأ أكثر حفظ في قائمتي
  • المؤلفون: Blanton, Maria
  • اللغة:
    English
  • المصدر:
    North American Chapter of the International Group for the Psychology of Mathematics Education. 2022 (pter).
  • الموضوع:
    2022
  • نوع التسجيلة:
    Speeches/Meeting Papers
    Reports - Descriptive
  • معلومة اضافية
    • Peer Reviewed:
      Y
    • المصدر:
      13
    • Sponsoring Agency:
      Institute of Education Sciences (ED)
      National Science Foundation (NSF)
    • Contract Number:
      R305A170378
      1720129
    • Education Level:
      Elementary Education
    • الموضوع:
      Learning Trajectories; Access to Education; Algebra; Mathematics Education; Elementary School Students; Instructional Innovation; Instructional Design; Teaching Methods; Learning Processes; Comparative Analysis; Thinking Skills; Generalization; Mathematical Concepts
    • نبذة مختصرة :
      Learning progressions have become an important construct in educational research, in part because of their ability to inform the design of coherent standards, curricula, assessments, and instruction. In this paper, I discuss how a learning progressions approach has guided our development of an early algebra innovation for the elementary grades and provide examples of how this approach can help challenge a settled mathematics learning status quo about the kind of algebra students can learn, when they can learn it, and how all students can be successful. Empirically derived learning progressions are an important part of designing early algebra innovations that can open new curricular pathways for teaching and learning algebra, creating accessible and effective avenues of learning for all students. [For the complete proceedings, see ED630210.]
    • نبذة مختصرة :
      As Provided
    • IES Funded:
      Yes
    • الموضوع:
      2023
    • الرقم المعرف:
      ED630373