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This volume documents the growth of a new kind of interdisciplinary
teamwork that is evolving among practitioners, researchers, teacher
educators, and community partners. Its premise: the design of
learning environments and the development of theory must proceed in
a mutually supportive fashion. Scientific researchers have learned
that a prerequisite to studying the kinds of learning that matter
is helping to shoulder the responsibility for ensuring that these
forms of learning occur. To support and study learning, researchers
are increasingly making major and long-term investments in the
design and maintenance of contexts for learning. Practitioners are
assuming new roles as well, reflecting an increasing awareness of
the need to move beyond skillful doing. If developing learning
contexts are to be protected within and expanded beyond the systems
that surround them, it is necessary to foster professional
communities that will support reflection about practice, including
the generation and evaluation of rich and flexible environments for
student thinking. One consequence of recent reforms is that
teachers are increasingly regarding such tasks as central to their
professional development.
-Explores the development of elementary students’ understanding of the mathematics of measure, demonstrating how measurement can serve as an anchor for supporting a deeper understanding of future mathematics learning, as well as learning in other STEM disciplines. -Describes a learning progression built on benchmarks of student learning about measure in length, angle, area, volume, and rational number, exploring related concepts, classroom experiences, and instructional practices at each stage—an approach relevant for scholars, teacher educators, and specialists in math education. -Written by two leading researchers in math and science education, who draw from decades of experience in K-5 classroom research. -Accompanied by online resources developed for practitioners, including instructional guides, examples of student thinking, and other teacher-focused materials, helping clarify how to bring concepts of measure and rational number to life in classrooms.
-Explores the development of elementary students’ understanding of the mathematics of measure, demonstrating how measurement can serve as an anchor for supporting a deeper understanding of future mathematics learning, as well as learning in other STEM disciplines. -Describes a learning progression built on benchmarks of student learning about measure in length, angle, area, volume, and rational number, exploring related concepts, classroom experiences, and instructional practices at each stage—an approach relevant for scholars, teacher educators, and specialists in math education. -Written by two leading researchers in math and science education, who draw from decades of experience in K-5 classroom research. -Accompanied by online resources developed for practitioners, including instructional guides, examples of student thinking, and other teacher-focused materials, helping clarify how to bring concepts of measure and rational number to life in classrooms.
This volume documents the growth of a new kind of interdisciplinary
teamwork that is evolving among practitioners, researchers, teacher
educators, and community partners. Its premise: the design of
learning environments and the development of theory must proceed in
a mutually supportive fashion. Scientific researchers have learned
that a prerequisite to studying the kinds of learning that matter
is helping to shoulder the responsibility for ensuring that these
forms of learning occur. To support and study learning, researchers
are increasingly making major and long-term investments in the
design and maintenance of contexts for learning. Practitioners are
assuming new roles as well, reflecting an increasing awareness of
the need to move beyond skillful doing. If developing learning
contexts are to be protected within and expanded beyond the systems
that surround them, it is necessary to foster professional
communities that will support reflection about practice, including
the generation and evaluation of rich and flexible environments for
student thinking. One consequence of recent reforms is that
teachers are increasingly regarding such tasks as central to their
professional development.
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