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Learning Trajectory-Based Formative Assessment and Sequenced Digital Learning Activities in Math Class
Abstract
The chapter focuses on how preservice teachers used learning trajectory research to analyze formative assessment data and then sequenced bridging activities using digital technologies to enrich and scaffold mathematics instruction for elementary students. Integrating technology in the mathematics classroom has always been a key focus for mathematics teacher education. In particular, the authors focus on supporting preservice teachers to become more proficient with tools and technology to support mathematical reasoning and sense-making, both in doing mathematics themselves and in supporting student learning of mathematics. Through case studies, they detail how preservice teachers use formative assessment and research around learning trajectory to design a sequence of learning activities using technology. In addition, they share the challenges and successes preservice teachers encountered in designing scaffolded learning activities based on individual student needs using digital learning activities.
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