Testing a Theoretical Assumption of a Learning-Trajectories Approach in Teaching Length Measurement to Kindergartners

• 主要な著者: Julie Sarama (著者), Douglas H. Clements (著者), Arthur J. Baroody (著者), Traci S. Kutaka (著者), Pavel Chernyavskiy (著者), Jackie Shi (著者), Menglong Cong (著者)
• フォーマット: 図書
• 出版事項: SAGE Publishing, 2021-06-01T00:00:00Z.
• 主題: article
• オンライン･アクセス: Connect to this object online.

We tested a specific theoretical assumption of a learning trajectories (LTs) approach to curriculum and teaching in the domain of early length measurement. Participating kindergartners ( n = 189) were assigned to one of three conditions: LT, reverse-order (REV), or business-as-usual (BAU). LT and RE...