{"title":"在多重隐喻中理解学习轨迹","authors":"Nicole L. Fonger, Amy B. Ellis","doi":"10.51272/PMENA.42.2020-392","DOIUrl":null,"url":null,"abstract":"In this theoretical report we focus on the issue of communicating learning trajectories (LTs) to researchers. There is great variation in the body of work on LTs including how researchers communicate what a LT entails, and the kinds of metaphors employed for making meaning of LTs. We elaborate possible affordances and limitations of different metaphors for LTs including “a garden path” and “growing flowers.” This work has implications for how LTs are taken up by researchers, and also how LTs are leveraged to inform student-centered teaching practices.","PeriodicalId":68089,"journal":{"name":"数学教学通讯","volume":"117 1","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2020-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Making meaning of learning trajectories amidst multiple metaphors\",\"authors\":\"Nicole L. Fonger, Amy B. Ellis\",\"doi\":\"10.51272/PMENA.42.2020-392\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"In this theoretical report we focus on the issue of communicating learning trajectories (LTs) to researchers. There is great variation in the body of work on LTs including how researchers communicate what a LT entails, and the kinds of metaphors employed for making meaning of LTs. We elaborate possible affordances and limitations of different metaphors for LTs including “a garden path” and “growing flowers.” This work has implications for how LTs are taken up by researchers, and also how LTs are leveraged to inform student-centered teaching practices.\",\"PeriodicalId\":68089,\"journal\":{\"name\":\"数学教学通讯\",\"volume\":\"117 1\",\"pages\":\"\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2020-12-23\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"数学教学通讯\",\"FirstCategoryId\":\"1089\",\"ListUrlMain\":\"https://doi.org/10.51272/PMENA.42.2020-392\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"数学教学通讯","FirstCategoryId":"1089","ListUrlMain":"https://doi.org/10.51272/PMENA.42.2020-392","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Making meaning of learning trajectories amidst multiple metaphors
In this theoretical report we focus on the issue of communicating learning trajectories (LTs) to researchers. There is great variation in the body of work on LTs including how researchers communicate what a LT entails, and the kinds of metaphors employed for making meaning of LTs. We elaborate possible affordances and limitations of different metaphors for LTs including “a garden path” and “growing flowers.” This work has implications for how LTs are taken up by researchers, and also how LTs are leveraged to inform student-centered teaching practices.