Decentering to Build Asset-Based Learning Trajectories [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (44th, Nashville, TN, Nov 17-20, 2022).

Autor/in	Ellis, Amy B.
Titel	Decentering to Build Asset-Based Learning Trajectories [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (44th, Nashville, TN, Nov 17-20, 2022).
Quelle	(2022), (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Learning Trajectories; Mathematics Education; Teaching Methods; Learning Processes; Mathematics Instruction; Student Attitudes; Teacher Student Relationship; Pedagogical Content Knowledge; Educational Change; Epistemology; Problem Solving; Grade 8; Freehand Drawing; Learning Strategies + Suchen Sie Ihr Suchwort? Mathematische Bildung; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Mathematics lessons; Mathematikunterricht; Schülerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Pädagogische Kompetenz; Bildungsreform; Erkenntnistheorie; Problemlösen; School year 08; 8. Schuljahr; Schuljahr 08; Drawing; Zeichnen; Learning methode; Learning techniques; Lernmethode; Lernstrategie
Abstract	The development and use of learning trajectories is a body of research that has made enormous contributions to the field of mathematics education, offering insight into the teaching and learning of topics at all levels. Simultaneously, the work of building learning trajectories can benefit from explicitly adopting an anti-deficit stance, incorporating ways to center student voices from an asset-based perspective. In this paper I propose two related constructs to support this work: decentering and second-order models. In decentering, researchers work to set aside their own knowledge to understand students' reasoning as viable. This can support models of student mathematics that position student thinking as rational, powerful, and productive. I provide one example of the work of decentering and discuss ways to build learning trajectories that emphasize students' strengths and competencies. [For the complete proceedings, see ED630210.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01