Coordinating Multiple Composite Units as a Conceptual Principle in Time Learning Trajectory

摘要

This paper contributes to the development of students' learning trajectory when constructing an understanding of the concept of time in the primary school. Previous research has provided insight into children's natural developmental progression within the topics of time. The learning trajectory in this study provides researchers and teachers with a snapshot of the sequence in which students develop elaborated bidimensional thought when dealing with time, thus providing us with some insight as to which skills are building blocks for others. More importantly, however, is the concurrent provision of tasks and instructional strategies that occasion the development of students' reasoning in more or less fruitful directions toward a flexible understanding of coordinating multiple composite units in the context of time.