{"product_id":"researching-and-using-progressions-trajectories-in-mathematics-education-paperback","title":"Researching and Using Progressions (Trajectories) in Mathematics Education - Paperback","description":"\u003cdiv\u003e\u003cp style=\"text-align: right;\"\u003e\u003ca href=\"https:\/\/reportcopyrightinfringement.com\/\" target=\"_blank\" rel=\"nofollow\"\u003e\u003cb\u003eReport copyright infringement\u003c\/b\u003e\u003c\/a\u003e\u003c\/p\u003e\u003c\/div\u003e\u003cp\u003eby \u003cb\u003eDianne Siemon\u003c\/b\u003e (Volume Editor), \u003cb\u003eTasos Barkatsas\u003c\/b\u003e (Volume Editor), \u003cb\u003eRebecca Seah\u003c\/b\u003e (Volume Editor)\u003c\/p\u003e\u003cp\u003eThe relationship between research and practice has long been an area of interest for researchers, policy makers, and practitioners alike. One obvious arena where mathematics education research can contribute to practice is the design and implementation of school mathematics curricula. This observation holds whether we are talking about curriculum as a set of broad, measurable competencies (i.e., standards) or as a comprehensive set of resources for teaching and learning mathematics. Impacting practice in this way requires fine-grained research that is focused on individual student learning trajectories and intimate analyses of classroom pedagogical practices as well as large-scale research that explores how student populations typically engage with the big ideas of mathematics over time. Both types of research provide an empirical basis for identifying what aspects of mathematics are important and how they develop over time.\u003cbr\u003e \u003cbr\u003e This book has its origins in independent but parallel work in Australia and the United States over the last 10 to 15 years. It was prompted by a research seminar at the 2017 PME Conference in Singapore that brought the contributors to this volume together to consider the development and use of evidence-based learning progressions\/trajectories in mathematics education, their basis in theory, their focus and scale, and the methods used to identify and validate them. In this volume they elaborate on their work to consider what is meant by learning progressions\/trajectories and explore a range of issues associated with their development, implementation, evaluation, and on-going review. Implications for curriculum design and future research in this field are also considered.\u003cbr\u003e \u003cbr\u003e Contributors are: Michael Askew, Tasos Barkatsas, Michael Belcher, Rosemary Callingham, Doug Clements, Jere Confrey, Lorraine Day, Margaret Hennessey, Marj Horne, Alan Maloney, William McGowan, Greg Oates, Claudia Orellana, Julie Sarama, Rebecca Seah, Meetal Shah, Dianne Siemon, Max Stephens, Ron Tzur, and Jane Watson.\u003c\/p\u003e\u003ch3\u003eAuthor Biography\u003c\/h3\u003e\u003cp\u003e\u003cb\u003eAnastasios (Tasos) Barkatsas\u003c\/b\u003e is a Senior Academic in Mathematics and Statistics Education and a Quantitative Data Analyst at the School of Education, RMIT University, Australia and has published more than 100 refereed papers, chapters and books. Tasos is also the Series Editor of the Brill Sense series \u003ci\u003eGlobal Education in the 21st Century\u003c\/i\u003e.\u003cbr\u003e \u003cbr\u003e \u003cb\u003eDianne Siemon\u003c\/b\u003e is a Professor of Mathematics Education in the School of Education at RMIT University (Bundoora). Di has directed a number of large-scale research projects including the Scaffolding Numeracy in the Middle Years Project (2003-2006), the Researching Numeracy Teaching Approaches in Primary Schools Project (2001-2003), and the Middle Years Numeracy Research Project (1999-2001). Di is a past President of the Australian Association of Mathematics Teachers and a life member of the Mathematical Association of Victoria.\u003cbr\u003e \u003cbr\u003e \u003cb\u003eRebecca Seah\u003c\/b\u003e is a Mathematics Education lecturer in the School of Education, RMIT University, Melbourne, Australia. She is part of the research team in the Reframing Mathematical Futures II project. Her research interests include: spatial and geometric reasoning, assessments and instructional design, numeracy and students with special needs.\u003c\/p\u003e\n            \u003cdiv\u003e\n\u003cstrong\u003eNumber of Pages:\u003c\/strong\u003e 240\u003c\/div\u003e\n            \u003cdiv\u003e\n\u003cstrong\u003eDimensions:\u003c\/strong\u003e 0.6 x 9.1 x 6.1 IN\u003c\/div\u003e\n            \u003cdiv\u003e\n\u003cstrong\u003ePublication Date:\u003c\/strong\u003e February 14, 2019\u003c\/div\u003e\n            ","brand":"BooksCloud","offers":[{"title":"Default Title","offer_id":56198378062129,"sku":"9789004396432","price":110.16,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1004\/9532\/7537\/files\/9KdSxLH1Bk9789004396432.webp?v=1788993019","url":"https:\/\/mitchellofficial.com\/products\/researching-and-using-progressions-trajectories-in-mathematics-education-paperback","provider":"MITCHELL","version":"1.0","type":"link"}