Redesigning a mathematics methodology module yielded six learning outcomes sequenced from lower to higher levels of understanding across six dimensions¶

Claim · All claims
Evidence · 1 study · design r2 · q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The aligned module comprises six learning outcomes sequenced from lower to higher levels of understanding, spanning affective, psychological, epistemological, pedagogical, curricular, and sociological dimensions. → Spangenberg 2025

Evidence¶

Spangenberg 2025¶

Spangenberg, E. D. (2025). Constructive alignment of a mathematics methodology module. Instructional Science. https://doi.org/10.1007/s11251-025-09712-z

q2 · i? · design · r2

Preliminary-phase document and expert analysis in a qualitative DBR study: learning outcomes were coded from the learning guide, literature, and three mathematics teacher educators, categorized by verb, knowledge kind, SOLO level, and context. The study reports "six learning outcomes sequenced from lower to higher levels of understanding" across six named dimensions.

"The findings revealed six learning outcomes sequenced from lower to higher levels of un -derstanding, comprising affective, psychological, epistemological, pedagogical, curricular, and sociological dimensions."

Discussion¶

Related Claims¶

• Pre-service teachers most frequently viewed integrating 21st-century teaching methods into mathematics lessons as the learning outcome to achieve
• Pre-service teachers identified lesson planning and presentation as the assessment task most evaluating their readiness for practice
• Mathematics teacher educators foregrounded engagement-oriented activities such as hands-on problem-solving and group work as key teaching-and-learning activities