Local Instruction Theories as Means of Support for Teachers in Reform Mathematics Education

By Kpe Koeno Gravemeijer. 2004

397 citations recorded by the source corpus.

Subfields: Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/0ff0e93beeb89b39a17496020d8c2d168a97be0c

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Citations in the corpus

A Local Instruction Theory for the Development of Number Sense (2010, background): “mathematics education. ( Gravemeijer, 2004, p. 108 )”
Design Research as a Means for Building a Knowledge Base for Teachers and Teaching in Mathematics Education (2009, methodology): “An example of such a domain-specific theory is the theory for realistic mathematics education (RME; Gravemeijer, 1994, 2004), which plays a significant role in the examples of design research that we will discuss here.”
The Impact of Professional Noticing on Teachers' Adaptations of Challenging Tasks (2011, result): “This finding is consistent with Gravemeijer’s (2004) contention that teachers’ ability to recognize and build from the student thinking that emerges from complex tasks is related to their understanding of how that thinking is situated within a broader instructional sequence, an understanding he term”
Seeing an Exercise as a Single Mathematical Object: Using Variation to Structure Sense-Making (2006, methodology): “Constructing tasks that use variation and change optimally is a design project in which reflection about learner responses leads to further refinement and further precision of example choice and sequence, as Gravemeijer (2004) described.”
Mathematics Education and Neurosciences: Relating Spatial Structures to the Development of Spatial Sense and Number Sense (2007, neutral): “The cyclical procedure of design research (Gravemeijer, 2004)”
The Role of Contexts and Teacher's Questioning to Enhance Students' Thinking. (2010, background): “Design research (Cobb, Stephan, McClain, & Gravemeijer, 2001; Edelson, 2002; Gravemeijer, 2004; Kelly, 2003; Research Advisory Committee, 1996) is an emerging paradigm which aims to develop sequences of activities and to grasp an empirically grounded understanding of how learning works.”
Developing a Hypothetical Multi-Dimensional Learning Progression for the Nature of Matter. (2009, background): “These smaller steps are similar to learning trajectories, a construct that has been employed by the mathematics education community to organize instruction of important ideas in the discipline (Gravemeijer, 2004; Simon & Tzur, 2004).”
A Learning Trajectory in 6-Year-Olds' Thinking about Generalizing Functional Relationships. (2015, background): “In particular, developing a trajectory in children’s thinking involves using empirical findings to construct content-specific learning goals and an associated instructional sequence (e.g., Baroody, Cibulskis, Lai, & Li, 2004; Gravemeijer, 2004).”
The Role of Learning Goals in Building a Knowledge Base for Elementary Mathematics Teacher Education (2009, background): “Gravemeijer (2004; Gravemeijer & van Eerde, 2009, in this issue), following Simon (1995), calls this sequence of tasks a hypothetical learning trajectory.”
Dialogic and Direct Instruction: Two Distinct Models of Mathematics Instruction and the Debate(s) Surrounding Them (2015, background): “Those same individuals typically express similar epistemic commitments to the development of intellectual authority in mathematics (Carpenter & Lehrer, 1999; Gravemeijer, 2004; Lampert, 1990; Nathan & Knuth, 2003; Stein, Engle, Smith, & Hughes, 2008).”
LEARNING INTEGERS WITH REALISTIC MATHEMATICS EDUCATION APPROACH BASED ON ISLAMIC VALUES (2020, neutral): “The design research consists of five characteristics, such as interventionist, process-oriented, reflective components, cyclic characters, and theory-oriented (Akker et al., 2006; Gravemeijer, 2004; Prahmana, 2017).”
Emergent modeling: discrete graphs to support the understanding of change and velocity (2009, methodology): “The sequence and the related conjectures constitute a conjectured local instruction theory (Gravemeijer, 2004).”
Building a learning progression for celestial motion: Elementary levels from an earth‐based perspective (2010, neutral): “The mathematics education community has employed the use of learning trajectories to describe how children may move along a path towards goals in a specific mathematical domain through a proposed instructional intervention (Gravemeijer, 2004; Simon, 1995; Simon & Tzur, 2004).”
Developing Visions of High-Quality Mathematics Instruction. (2014, background): “Defining Vision The instructional visions that I have worked to characterize among teachers and others are similar to Hammerness’s (2001) notion of teachers’ vision, which she defined as “a set of images of ideal classroom practice for which teachers strive” (p.”
Promoting science and technology in primary education: a review of integrated curricula (2014, methodology): “After discussing the conjectures with the focus group, we went back to the material to systematically review all of the data supporting or opposing the conjectures (Gravemeijer, 2004).”