Project LTBI: Learning Trajectory Based Instruction

Mathematics Learning Trajectories are currently viewed as promising tools for educational improvement. A learning trajectory is a description of the ways in which children refine their informal understandings of a particular idea into robust concepts over time through the influence of instruction. Early evidence suggests that learning trajectories serve as conceptual frameworks for instruction and support new curriculum and standards development, such as the design of the Common Core State Standards for Mathematics. However, it is important to also know whether these learning trajectories can become usable tools for teachers’ instructional practices. Thus, the LTBI project seeks to understand the ways in which teachers come to learn about and use learning trajectories in their classroom.

The project engaged participating teachers with NCSU and UNCG researchers to examine learning trajectories and their potential use in the classroom. Using results from recent research on how to make professional development effective for teachers, the project worked with K-5 teachers in partner elementary schools for 60 hours of professional development spread over a summer institute and monthly meetings over the course of the school year. While teachers learned about one learning trajectory, researchers learned about how the trajectory supports teachers’ instruction.

For more information, visit ltbi.wordpress.ncsu.edu

 

PROJECT TEAM

Dr. Paola Sztjan
Principal Investigator

Holt Wilson, UNC Greensboro
Principal Investigator

Cyndi Edgington
Graduate Research Assistant

Marrielle Myers
Graduate Research Assistant

Jared Webb
Graduate Student

Patricia Moroto Vargas
Graduate Student