Overview

The work in this part involves using the learning trajectory for length measurement to interpret students’ work on the Broken Ruler Task (observed as part of the Classroom Connection Activity from the previous session). In this part, an anecdotal notes form is also introduced to structure and support learning from watching students engage in mathematics. It includes:

• The learning trajectories for length measurement to be used as a reference when interpreting students’ work
• A space to identify the tasks being used with students and the rationale for using those tasks
• A space to record predictions of the learning trajectory levels that might be reflected in students’ work
• A space to record students’ names, anecdotal notes about what they do with the tasks, and the learning trajectory levels reflected in their work

Key Point

• Even though it may feel strange to use a structured form to take notes about students’ work in the classroom, using this form is a way of “experimenting” that can result in new insights into the work of teaching, as well as insights into students’ thinking