ERIC Number: EJ1428862
Record Type: Journal
Publication Date: 2024
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0110-6376
EISSN: EISSN-2253-2145
Deep and Connected Learning through Hypothetical Learning Trajectories
Amanda Gardner
set: Research Information for Teachers, n1 p28-37 2024
In 2020, two teachers and seven students participated in an action research project that sought to improve the teaching and learning of fractions in a New Zealand primary school. This research revealed that the collaborative creation of hypothetical learning trajectories was beneficial to the teachers' practice, content knowledge, and confidence, as well as the learning design and student achievement. The participating teachers employed pedagogical strategies through the hypothetical learning trajectories, which then trickled down into their learning design. It supported their students to move from procedural application to conceptual understanding.
Descriptors: Learning Trajectories, Mathematics Instruction, Mathematics Skills, Fractions, Skill Development, Thinking Skills, Elementary School Students, Foreign Countries, Mathematics Teachers, Pedagogical Content Knowledge, Instructional Design, Sequential Approach
New Zealand Council for Educational Research. Level 10, 178-182 Willis Street, Wellington, New Zealand 6011. Tel: +64 4 802 1445; e-mail: subscriptions@nzcer.org.nz; Web site: https://www.nzcer.org.nz/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand
Grant or Contract Numbers: N/A