Developing Learning Trajectories for Teacher Learning

Abstract

Learning trajectories have been widely used in mathematics education to model student learning. While learning trajectories have been applied to student learning, they typically have not been used to model teacher learning. This commentary discusses specific considerations that emerged from undertaking the development of learning trajectories for teachers. The author focuses on the teacher learning trajectories (TLTs) developed by Project-SET, a NSF-funded project aimed at increasing teacher knowledge in statistics. While extending learning trajectories to teacher knowledge, this article argues that it is important to consider how existing teacher knowledge frameworks can be incorporated in the trajectories, how teachers can be active participants in the trajectory development process, and how TLTs might allow for pedagogy transfer to emerge.