Gravemeijer (2004) - Revision history

imported>Raymond Johnson: category:learning sciences

2013-11-02T06:51:54Z

category:learning sciences

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	[[Category:Realistic Mathematics Education]]		[[Category:Realistic Mathematics Education]]
	[[Category:Design Research]]		[[Category:Design Research]]
	[[Category:Learning ~~Science~~]]		[[Category:Learning Sciences]]

imported>Raymond Johnson: added to summaries category

2013-10-30T01:47:40Z

added to summaries category

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	</pre>		</pre>

			[[Category:Summaries]]
	[[Category:Journal Articles]]		[[Category:Journal Articles]]
	[[Category:Mathematical Thinking and Learning]]		[[Category:Mathematical Thinking and Learning]]

imported>Raymond Johnson: /* See Also */ link to blog

2013-10-30T01:46:02Z

imported>Raymond Johnson: /* Design Research and RME */ Gravemeijer dissertation, not JRME

2013-10-30T01:40:07Z

Design Research and RME: Gravemeijer dissertation, not JRME

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	Developmental (Gravemeijer, [[Gravemeijer (1994)\|1994]], [[Gravemeijer (1998)\|1998]]) and design research ([[Gravemeijer & Cobb (2001)\|Gravemeijer & Cobb, 2001]]) consists of cyclical iterations of thought experiments, teaching experiments, and retrospective analyses. Design research can be similar to how teachers improve their instruction as they gain experience: they plan an activity for year one, then conduct that activity, then reflect on the activity so it will be better in year two. A team of researchers who carefully theorize, observe, collect data, and analyze the results across multiple classrooms can more quickly and effectively improve tasks and instruction than a teacher can alone.		Developmental (Gravemeijer, [[Gravemeijer (1994)\|1994]], [[Gravemeijer (1998)\|1998]]) and design research ([[Gravemeijer & Cobb (2001)\|Gravemeijer & Cobb, 2001]]) consists of cyclical iterations of thought experiments, teaching experiments, and retrospective analyses. Design research can be similar to how teachers improve their instruction as they gain experience: they plan an activity for year one, then conduct that activity, then reflect on the activity so it will be better in year two. A team of researchers who carefully theorize, observe, collect data, and analyze the results across multiple classrooms can more quickly and effectively improve tasks and instruction than a teacher can alone.

	Gravemeijer describes the design research he conducted with [[Paul Cobb]] and others around the development of mental computation strategies for addition and subtraction with elementary students ([[Stephan, Bowers, Cobb, & Gravemeijer (2000)\|Stephan, Bowers, Cobb, & Gravemeijer, 2000]]). The research resulted in a domain-specific instruction theory grounded in three design principles of Realistic Mathematics Education ([[Gravemeijer (1994)\|Gravemeijer, 1994]]; [[Streefland (1990)\|Streefland, 1990]]; [[Treffers (1987)\|Treffers, 1987]]).		Gravemeijer describes the design research he conducted with [[Paul Cobb]] and others around the development of mental computation strategies for addition and subtraction with elementary students ([[Stephan, Bowers, Cobb, & Gravemeijer (2000)\|Stephan, Bowers, Cobb, & Gravemeijer, 2000]]). The research resulted in a domain-specific instruction theory grounded in three design principles of Realistic Mathematics Education ([[Gravemeijer (1994) (dissertation)\|Gravemeijer, 1994]]; [[Streefland (1990)\|Streefland, 1990]]; [[Treffers (1987)\|Treffers, 1987]]).

	==== Guided Reinvention ====		==== Guided Reinvention ====

imported>Raymond Johnson: /* Design Research and RME */ fixed year of Gravemeijer 1994

2013-10-30T01:38:53Z

Design Research and RME: fixed year of Gravemeijer 1994

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	Developmental (Gravemeijer, [[Gravemeijer (1994)\|1994]], [[Gravemeijer (1998)\|1998]]) and design research ([[Gravemeijer & Cobb (2001)\|Gravemeijer & Cobb, 2001]]) consists of cyclical iterations of thought experiments, teaching experiments, and retrospective analyses. Design research can be similar to how teachers improve their instruction as they gain experience: they plan an activity for year one, then conduct that activity, then reflect on the activity so it will be better in year two. A team of researchers who carefully theorize, observe, collect data, and analyze the results across multiple classrooms can more quickly and effectively improve tasks and instruction than a teacher can alone.		Developmental (Gravemeijer, [[Gravemeijer (1994)\|1994]], [[Gravemeijer (1998)\|1998]]) and design research ([[Gravemeijer & Cobb (2001)\|Gravemeijer & Cobb, 2001]]) consists of cyclical iterations of thought experiments, teaching experiments, and retrospective analyses. Design research can be similar to how teachers improve their instruction as they gain experience: they plan an activity for year one, then conduct that activity, then reflect on the activity so it will be better in year two. A team of researchers who carefully theorize, observe, collect data, and analyze the results across multiple classrooms can more quickly and effectively improve tasks and instruction than a teacher can alone.

	Gravemeijer describes the design research he conducted with [[Paul Cobb]] and others around the development of mental computation strategies for addition and subtraction with elementary students ([[Stephan, Bowers, Cobb, & Gravemeijer (2000)\|Stephan, Bowers, Cobb, & Gravemeijer, 2000]]). The research resulted in a domain-specific instruction theory grounded in three design principles of Realistic Mathematics Education ([[Gravemeijer (~~2004~~)\|Gravemeijer, ~~2004~~]]; [[Streefland (1990)\|Streefland, 1990]]; [[Treffers (1987)\|Treffers, 1987]]).		Gravemeijer describes the design research he conducted with [[Paul Cobb]] and others around the development of mental computation strategies for addition and subtraction with elementary students ([[Stephan, Bowers, Cobb, & Gravemeijer (2000)\|Stephan, Bowers, Cobb, & Gravemeijer, 2000]]). The research resulted in a domain-specific instruction theory grounded in three design principles of Realistic Mathematics Education ([[Gravemeijer (1994)\|Gravemeijer, 1994]]; [[Streefland (1990)\|Streefland, 1990]]; [[Treffers (1987)\|Treffers, 1987]]).

	==== Guided Reinvention ====		==== Guided Reinvention ====

imported>Raymond Johnson: added summary

2013-10-30T01:34:50Z

added summary

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 == Summary ==
 == About ==
 === Mendeley ===

imported>Raymond Johnson: new page

2013-10-29T23:48:04Z

new page

New page

<span style="font-size: large">''Local Instruction Theories as Means of Support for Teachers in Reform Mathematics Education''</span>
__NOTOC__
The article ''Local Instruction Theories as Means of Support for Teachers in Reform Mathematics Education'' was written by [[Koeno Gravemeijer]] and published in ''[[Mathematical Thinking and Learning]]'' in 2004. The article is available from Taylor & Francis Online at http://www.tandfonline.com/doi/abs/10.1207/s15327833mtl0602_3.

== Abstract ==

This article focuses on a form of instructional design that is deemed fitting for reform mathematics education. Reform mathematics education requires instruction that helps students in developing their current ways of reasoning into more sophisticated ways of mathematical reasoning. This implies that there has to be ample room for teachers to adjust their instruction to the students' thinking. But, the point of departure is that if justice is to be done to the input of the students and their ideas built on, a well-founded plan is needed. Design research on an instructional sequence on addition and subtraction up to 100 is taken as an instance to elucidate how the theory for realistic mathematics education (RME) can be used to develop a local instruction theory that can function as such a plan. Instead of offering an instructional sequence that "works," the objective of design research is to offer teachers an empirically grounded theory on how a certain set of instructional activities can work. The example of addition and subtraction up to 100 is used to clarify how a local instruction theory informs teachers about learning goals, instructional activities, student thinking and learning, and the role of tools and imagery.

== Outline ==

The headings in the article are structured as follows:

* Introduction
* Design Research
** Preliminary Design
** The Teaching Experiment
** Retrospective Analysis
* Exemplary Local Instruction Theory
** The Design
*** The enacted instructional sequence
*** The local instruction theory
** Tools and Imagery
** Potential Mathematical Discourse Topics
* Conclusion

== Summary ==

== About ==

=== Mendeley ===

http://www.mendeley.com/catalog/local-instruction-theories-means-support-teachers-reform-mathematics-education/

=== APA ===

Gravemeijer, K. (2004). Local instruction theories as means of support for teachers in reform mathematics education. ''Mathematical Thinking and Learning'', 6(2), 105–128. doi:10.1207/s15327833mtl0602_3

=== BibTeX ===

<pre>
@article{Gravemeijer2004,
abstract = {This article focuses on a form of instructional design that is deemed fitting for reform mathematics education. Reform mathematics education requires instruction that helps students in developing their current ways of reasoning into more sophisticated ways of mathematical reasoning. This implies that there has to be ample room for teachers to adjust their instruction to the students' thinking. But, the point of departure is that if justice is to be done to the input of the students and their ideas built on, a well-founded plan is needed. Design research on an instructional sequence on addition and subtraction up to 100 is taken as an instance to elucidate how the theory for realistic mathematics education (RME) can be used to develop a local instruction theory that can function as such a plan. Instead of offering an instructional sequence that "works," the objective of design research is to offer teachers an empirically grounded theory on how a certain set of instructional activities can work. The example of addition and subtraction up to 100 is used to clarify how a local instruction theory informs teachers about learning goals, instructional activities, student thinking and learning, and the role of tools and imagery.},
author = {Gravemeijer, Koeno},
doi = {10.1207/s15327833mtl0602\_3},
journal = {Mathematical Thinking and Learning},
number = {2},
pages = {105--128},
title = {{Local instruction theories as means of support for teachers in reform mathematics education}},
url = {http://www.tandfonline.com/doi/abs/10.1207/s15327833mtl0602\_3},
volume = {6},
year = {2004}
}
</pre>

[[Category:Journal Articles]]
[[Category:Mathematical Thinking and Learning]]
[[Category:2004]]
[[Category:Realistic Mathematics Education]]
[[Category:Design Research]]
[[Category:Learning Science]]

← Older revision		Revision as of 01:46, 30 October 2013
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	* [[Cobb, Stephan, McClain, & Gravemeijer (2001)]]		* [[Cobb, Stephan, McClain, & Gravemeijer (2001)]]
			* [http://blog.mathed.net/2012/09/rysk-gravemeijers-local-instruction.html Blog post]] by [[Raymond Johnson]]

	=== Mendeley ===		=== Mendeley ===