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Direct linkClements, Douglas H.; Sarama, Julie; Baroody, Arthur J.; Joswick, Candace – ZDM: The International Journal on Mathematics Education, 2020
Although basing instruction on a learning trajectory (LT) is often recommended, there is little direct evidence to support the premise of a "LT approach"--that to be maximally meaningful, engaging, and effective, instruction is best presented one LT level beyond a child's present level of thinking. The present report serves to address…
Descriptors: Mathematics Instruction, Teaching Methods, Kindergarten, Preschool Children
Download full textClements, Douglas H.; Sarama, Julie; Baroody, Arthur J.; Joswick, Candace – Grantee Submission, 2019
Although basing instruction on a learning trajectory (LT) is often recommended, there is little direct evidence to support the premise of a "LT approach"--that to be maximally meaningful, engaging, and effective, instruction is best presented one LT level beyond a child's present level of thinking. The present report serves to address…
Descriptors: Mathematics Instruction, Teaching Methods, Instructional Effectiveness, Kindergarten
Schramm, Wilbur – Office of Education, US Department of Health, Education, and Welfare, 1964
This annotated bibliography is a compilation of the research on programed instruction conducted in the United States since 1954. The introduction describes the field; looks back over the research and reviews some of its conclusions; answers the question whether students learn from programmed instruction; explains the characteristic variables; and…
Descriptors: Educational History, Educational Research, Research Reports, Annotated Bibliographies
