This paper will report on the role of practitioners in a recent Australian study that developed empirically based learning and assessment frameworks (i.e. learning trajectories) for algebraic, geometrical, and statistical reasoning in the middle years of schooling. To understand the nature of the teachers’ role, the paper begins with a description of what is meant by ‘curriculum’ in Australia and the implications of this for teacher decision making and planning. We then provide a rationale for the study and a brief description of the methodology before illustrating how teachers were involved in the iterative research design through task development and the trial and refinement of partial credit scoring rubrics. The paper concludes by describing the development of targeted teaching advice and considering some of the challenges involved in dissemination.


education, teaching, study, mathematical reasoning, learning trajectories, Australia

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