Lessons Learned from 10 Experiments That Tested the Efficacy and Assumptions of Hypothetical Learning Trajectories

Arthur J. Baroody, Douglas H. Clements, Julie Sarama

Research output: Contribution to journalReview articlepeer-review

Abstract

Although reformers have embraced learning trajectories (LT, also called learning progressions) as an important tool for improving mathematics education, the efficacy and assumptions of LT-based instruction are largely unproven. The aim of a recently completed research project was to fill this void. Fulfilling this aim was more challenging than many supporters of LT-based instruction might imagine. A total of 10 experiments were untaken, of which 5 demonstrated that LT-based instruction was significantly more efficacious than a counterfactual involving either a Teachto-Target/Skip-Level approach (Assumption 1) or the same unordered activities (Assumption 2). The results of the remaining studies were non-significant either for theoretical (2) or methodological (3) reasons. In the five indicating LTs’ efficacy, we found that some LTs consists of levels that are facilitative conditions for the next higher level and, thus, may be helpful but perhaps not necessary for the subsequent level.

Original languageEnglish (US)
Article number195
JournalEducation Sciences
Volume12
Issue number3
DOIs
StatePublished - Mar 2022

Keywords

  • (hypothetical) learning trajectories
  • Cardinality
  • Early childhood
  • Learning progressions

ASJC Scopus subject areas

  • Computer Science (miscellaneous)
  • General Computer Science
  • Education
  • Physical Therapy, Sports Therapy and Rehabilitation
  • Developmental and Educational Psychology
  • Public Administration
  • Computer Science Applications

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