Bounded Learning Progressions: A Framework to Capture Young Children's Development of Mathematical Activity in Play-Based Contexts

Resumo

Learning progressions have become increasingly prevalent in mathematics education as they offer a fine-grain map of possible learning pathways a child may take within a particular domain. However, there is an opportunity to build upon this research in ways that consider learning from multiple perspectives. Many current forms of learning progressions describe learning pathways without explicit consideration of how related skills and contexts directly or indirectly enhance or influence learning. That is, the structured and unstructured learning contexts that can help children develop conceptual understanding in a range of STEM contexts. We consider learning progressions from multiple perspectives, which will be particularly important for supporting learning in early years, play-based contexts. We propose a novel theoretical perspective, termed Bounded Learning Progressions (BLP), which demonstrates the connection and influence ways of reasoning have on the progression of learning in specific domains, bounded by the context in which learning develops. We suggest that this approach provides a broader perspective of children's learning capabilities and the possible connections between such abilities, acknowledging the critical role context plays in the development of learning.

Dados da obra

Tipo

Artigo

Periódico

Mathematics Education Research Journal

Ano

2023

Idioma

en

Palavras-chave

Learning Processes; Child Development; Play; Learning Trajectories; Context Effect; Mathematics Education; Concept Formation; Mathematical Concepts; Teaching Methods; Young Children; Learning Theories

ISSN

1033-2170

Acesso

Metadados apenas

Fontes

ERIC — Education Resources Information Center

Na Biblioteca desde

01/10/2026 · verificada em 03/10/2026