NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1079278
Record Type: Journal
Publication Date: 2015
Pages: 20
Abstractor: As Provided
ISSN: ISSN-1098-6065
Expanding Notions of "Learning Trajectories" in Mathematics Education
Weber, Eric; Walkington, Candace; McGalliard, William
Mathematical Thinking and Learning: An International Journal, v17 n4 p253-272 2015
Over the past 20 years learning trajectories and learning progressions have gained prominence in mathematics and science education research. However, use of these representations ranges widely in breadth and depth, often depending on from what discipline they emerge and the type of learning they intend to characterize. Learning trajectories research has spanned from studies of individual student learning of a single concept to trajectories covering a full set of content standards across grade bands. In this article, we discuss important theoretical assumptions that implicitly guide the development and use of learning trajectories and progressions in mathematics education. We argue that diverse theoretical conceptualizations of what it means for a student to "learn" mathematics necessarily both constrains and amplifies what a particular learning trajectory can capture about the development of students' knowledge.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A