Empirical Validation of an Early Mathematics Learning Progression (Poster 14)

• In Event: AERA Poster Session Eight
  In Poster Session: Section 1C Mathematics Poster Session

Abstract

Learning progressions describe the development of sophistication in students’ thinking about discipline-specific topics and specify the intermediary phases of students’ understanding that lead from foundational knowledge to more advanced thinking. The specificity of this developmental progression can meaningfully inform the teaching and learning process, including the design of classroom assessment resources. The purpose of this paper is to describe the theoretical and empirical evidence used to specify and empirically validate an early mathematics learning progression focused on numeric relational reasoning. Empirical evidence was collected from teachers’ accounts of students’ development of sophistication and task-based interviews with students.

Authors

• Leanne R. Ketterlin-Geller, Southern Methodist University
  Presenting Author

• Lindsey Perry, Southern Methodist University
  Non-Presenting Author

• Cassandra Hatfield, Southern Methodist University
  Non-Presenting Author

• Elizabeth Thomas, Stephens College
  Presenting Author