Learning trajectories: Case studies of two secondary teachers

Teachers acknowledge that the ways that students think mathematically influences their instructional practices. Through this study I considered how learning trajectories might provide insights into the ways that teachers understand and make use of students’ mathematics in classrooms. Specifically, I examined the ways that two teachers intended student learning to progress in lessons and their reflections of how learning actually progressed. Results indicated that the projected learning trajectory doesn’t always coincide with enacted learning trajectory. One reason for these differences was whether the students or the teacher led the direction of the learning trajectories during enactment.

Learning trajectories: Case studies of two secondary teachers Academic Article