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ERIC Number: EJ1057191
Record Type: Journal
Publication Date: 2013
Pages: 9
Abstractor: As Provided
Reference Count: 22
ISBN: N/A
ISSN: ISSN-1886-1350
Designing Professional Learning Tasks for Mathematics Learning Trajectories
Wilson, P. Holt; Sztajn, Paola; Edgington, Cyndi
PNA, v7 n4 p135-143 2013
In this paper, we present an emerging set of learning conjectures and design principles to be used in the development of professional learning tasks that support elementary teachers' learning of mathematics learning trajectories. We outline our theoretical perspective on teacher knowledge of learning trajectories, review the literature concerning mathematics professional learning tasks, offer a set of initial conjectures about teacher learning of learning trajectories, and articulate a set of principles to guide the design of tasks. We conclude with an example of one learning trajectory professional learning task taken from our current research project. [This document was originally published as Wilson, P. H., Sztajn, P., & Edgington, C. (2012). Designing professional learning tasks for mathematics learning trajectories. In T.-Y. Tso (Ed.), "Proceedings of the 36th annual meeting of the International Group for the Psychology of Mathematics Education" (Vol. 4, pp. 227-233). Taipei, Taiwan: PME.]
Universidad de Granada Didáctica de la Matemática: Persamiento Numerico, FQM-193. Campus de Cartuja, Granada, Spain 18071. Tel: +34-958-241503; Fax: +34-958-246359; e-mail: pna@ugr.es; Web site: http://www.pna.es
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation
Authoring Institution: N/A
IES Grant or Contract Numbers: DRL-1008364