EM_Learning_Trajectories

EM_Learning_Trajectories - Learning Trajectory Everyday...

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Learning Trajectory Everyday Mathematics Program Goals
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The story behind Beginning, Developing, and Secure Goals EM students are expected to master a variety of mathematical skills and concepts But not the first time they are encountered In 1980s when EM was first published, beginning, developing, and secure labels did not exist
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B, D, and S labels become Learning Goals Teachers were uncomfortable “trusting the spiral” and didn’t know where a particular skill or concept fell in terms of curriculum B, D, S labels were introduced in an update of 1 st edition, to help teachers feel comfortable with spiral In 2 nd edition B, D, S labels are converted into learning goals
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Problem with Beginning, Developing, and Secure Goals Main purpose of B, D, S labels was to provide information about the curriculum’s treatment of a topic B- exposure to skill or concept D- prior treatment and further exposure would occur S- additional opportunities to practice and apply skills but no more lessons devoted to it Secondary function was to indicate individual students’ levels of mastery of skills and concepts
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Questions from teachers forced authors to rethink B, D, and S When do beginning or developing goals become secure? Will a developing goal in Unit 1, still be considered
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This note was uploaded on 11/11/2011 for the course MATH 110 taught by Professor Staff during the Winter '08 term at BYU.

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EM_Learning_Trajectories - Learning Trajectory Everyday...

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