NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: ED606927
Record Type: Non-Journal
Publication Date: 2019
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: N/A
The Conceptual and Practical Challenges of Taking Learning Trajectories to Scale in Middle School Math
Confrey, Jere; Shah, Meetal; Persson, Jennifer; Ciliano, Dagmara
North American Chapter of the International Group for the Psychology of Mathematics Education, Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (41st, St. Louis, MO, Nov 14-17, 2019)
This paper reports on a design-based implementation study of the use of a diagnostic classroom assessment tool framed on learning trajectories (LTs) for middle grades mathematics, where teachers and students are provided immediate data on students' progress along LTs. The study answers the question: "How can one characterize the challenges encountered when a school implements a diagnostic assessment system around learning trajectories at scale?" by identifying three explanatory themes: shifting to classroom assessment, understanding the concept and content of the LT, and seeing the results as a call to action. Each theme is discussed with references to observed activities and discussions with participants and related to the challenges connected with taking the concept of LTs to scale. [For the complete proceedings, see ED606556.]
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/
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: Junior High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: 1621254