A 2D Shape Composition Learning Trajectory of a Student with Difficulty in Mathematics [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/inn/en	Crawford, Angela; Kernin, Aysia
Titel	A 2D Shape Composition Learning Trajectory of a Student with Difficulty in Mathematics [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), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Learning Trajectories; Mathematics Education; Spatial Ability; Teaching Methods; Student Centered Learning; Students with Disabilities; Learning Disabilities; Elementary School Students; Grade 3; Special Education; Intervention; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Mathematische Bildung; Räumliches Vorstellungsvermögen; Teaching method; Lehrmethode; Unterrichtsmethode; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Learning handicap; Lernbehinderung; School year 03; 3. Schuljahr; Schuljahr 03; Special needs education; Sonderpädagogik; Sonderschulwesen; Unterrichtserfolg
Abstract	This study explores a spatial reasoning learning trajectory of a student with difficulty in mathematics. Using a teaching experiment methodology across 15 instructional sessions, we observed how the student responded to instruction based on an established 2D shape composition learning trajectory (Sarama & Clements, 2009). A narrative microgenetic analysis identified conditions that were likely to have promoted learning. The analysis shows the student's actual trajectory was similar to that of the hypothesized learning trajectory. Challenges to progress emerged around teacher-guided components of instructional support. We describe how a student-centered approach and mathematizing through specific praise was generative of learning, while explicit guidance was not. We discuss how the guiding conjecture of the teaching experiment evolved and how it is situated within the broader literature base. [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