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Preschoolers at least two LT levels below the target received instruction grounded in an empirically validated LT, while a skip-levels group received equal instruction focused only on the target level. Posttest results showed significantly greater learning for the LT group, mainly on near-transfer items, with no significant moderators from child-level variables. 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[http://aerj](http://aerj).[aera.net](aera.net)  \nEvaluating the Efficacy of a Learning Trajectory for Early Shape Composition  \nDouglas H. Clements  \nJulie Sarama  \nUniversity of Denver  \nArthur J. Baroody  \nUniversity of Illinois at Urbana-Champaign Candace Joswick  \nUniversity of Denver  \nChristopher B. Wolfe  \nSaint Leo University  \nAlthough basing instruction on learning trajectories (LTs) is often recommended, there is little direct evidence regarding the premise of a LT  \nDOUGLAS H. CLEMENTS is the Kennedy Endowed Chair in Early Childhood Learning and Distinguished University Professor at the University of Denver Morgridge College of Education, Katherine A. Ruffatto Hall 154, 1999 East Evans Avenue, University of Denver, Denver, CO 80208-1700; e-mail: [douglas.clements@du.edu](douglas.clements@du.edu. His)[. His](douglas.clements@du.edu. His) research interests include the learning and teaching of early mathematics; computer applications; creating, using, and evaluating research-based curricula; and taking interventions to scale. JULIE SARAMA is the Kennedy Endowed Chair in Innovative Learning Technologies and Distinguished University Professor at the University of Denver Morgridge College of Education. Her research interests include young children’s development of mathematical concepts and competencies, implementation and scale-up of educational reform, professional development models and their influence on student learning, and implementation and effects of software.  \nARTHUR J. BAROODY is Professor Emeritus of Curriculum & Instruction at College of Education, University of Illinois at Urbana-Champaign. His research focuses on the teaching and learning of number, counting, and arithmetic concepts and skills in early childhood.  \nCANDACE JOSWICK is a postdoctoral research fellow at the Marsico Institute of Early Learning and James C. Kennedy Institute for Educational Success at the University of Denver’s Morgridge College of Education. Her research interests include learning trajectories and progressions for teaching and learning mathematics from birth through Grade 12, technology for teaching and learning mathematics, and mathematical classroom discourse.  \nCHRISTOPHER B. WOLFE is an assistant professor of education psychology at Saint Leo University. His research interests include the development of reading and mathematics, curricula effects, and multilevel modeling.  \nClements et al.  \napproach—that instruction should be presented (only) one LT level beyond a child’s present level. We evaluated this hypothesis in the domain of early shape composition. One group of preschoolers, who were at least two levels below the target instructional LT level, received instruction based on an empirically validated LT. The counterfactual (skip-levels) group received an equal amount of instruction focused only on the target level. At posttest, children in the LT condition exhibited significantly greater learning than children in the skip-levels condition, mainly on near-transfer items; no child-level variables were significant moderators. Implications for theory and practice are discussed.  \nKEYWORDS: achievement, curriculum, early childhood, instructional design/ development, learning trajectories, learning environments, mathematics education, two-dimensional shape composition  \nThe use of learning trajectories (LTs) in early mathematics instruction has  \nreceived increasing attention from policy makers, educators, curriculum developers, and researchers (Baroody, Clements, & Sarama, 2019; Clements & Sarama, 2014a; Maloney, Confrey, & Nguyen, 2014; Sarama & Clements, 2009) and are generally deemed as a useful tool for guiding standards, instructional planning, and assessment (Frye, Baroody, Burchinal, Carver, J","cbCaiayhPeg5x0KN","https://ap.wps.com/l/cbCaiayhPeg5x0KN","pdf",1455663,22,"English","# Evaluating the Efficacy of a Learning Trajectory for Early Shape Composition\n## Background and Theoretical Framework\n## The Nature of Learning Trajectories and an LT for Two-Dimensional Shape Composition\n## Goals","[{\"question\":\"What comparison does the study make between instructional approaches?\",\"answer\":\"The study compares learning from an LT-based sequence (for children below the target level) with learning from equal-duration instruction focused only on the target goal level.\"},{\"question\":\"How were learning outcomes evaluated at posttest?\",\"answer\":\"At posttest, children in the LT condition showed significantly greater learning than children in the skip-levels condition, particularly on near-transfer items.\"},{\"question\":\"Did any child-level variables moderate the effects?\",\"answer\":\"No child-level variables were significant moderators of the learning trajectory effect.\"}]","Evaluating the Efficacy of a Learning Trajectory for Early Shape Composition | PDF",55]