NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1058871
Record Type: Journal
Publication Date: 2015
Pages: 18
Abstractor: As Provided
Reference Count: 59
ISSN: ISSN-0022-4871
Teachers' Uses of a Learning Trajectory in Student-Centered Instructional Practices
Wilson, P. Holt; Sztajn, Paola; Edgington, Cyndi; Myers, Marrielle
Journal of Teacher Education, v66 n3 p227-244 May-Jun 2015
The growing national attention to students' learning trajectories (LTs) renews the opportunity to explore the ways that teachers may use students' thinking in their instruction. In this article, we examine teachers' learning of two frameworks, one for students' thinking in a particular domain and one for broad student-centered instructional practices, in the context of an elementary grades mathematics professional development setting. As a part of a retrospective analysis of a design experiment, we analyzed 19 lessons of teachers who participated in 60 hr of professional development designed to support their learning of one LT and one framework about student-centered instructional practices. Our findings describe the ways in which teachers brought together these frameworks to enact instructional practices that elicit and use students' mathematical thinking in classroom instruction. We conclude by arguing that LTs can serve as a referent for student-centered instructional practices, bridging guidelines for student-centered instruction with domain-specific understandings of students' thinking for teachers.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation
Authoring Institution: N/A
IES Grant or Contract Numbers: DRL-1008364