We tested a specific theoretical assumption of a learning trajectories (LTs) approach to curriculum and teaching in the domain of early length measurement. Participating kindergartners (n = 189) were assigned to one of three conditions: LT, reverse-order (REV), or business-as-usual (BAU). LT and REV students received one-on-one instruction using the same activities from a length LT, while the REV condition reversed the LT order. At posttest, LT and REV children exhibited significantly greater learning relative to BAU peers. But importantly, LT children outperformed their REV peers. We conclude that instruction following LTs (i.e., providing instruction just beyond a child’s present level of thinking, progressing through the levels in order as the child advances) may promote more learning than an equivalent amount of instruction using the same activities but that are not theoretically sequenced.

我们在早期长度测量领域测试了课程和教学的学习轨迹 (LTs) 方法的特定理论假设。参与幼儿园 ( n= 189) 被分配到以下三个条件之一：LT、逆序 (REV) 或一切照旧 (BAU)。LT 和 REV 学生从长度为 LT 的相同活动中获得一对一的指导，而 REV 条件颠倒了 LT 的顺序。在后测中，LT 和 REV 儿童相对于 BAU 同龄人表现出明显更好的学习。但重要的是，LT 儿童的表现优于 REV 同龄人。我们得出的结论是，遵循 LT 的教学（即，提供刚好超出孩子目前思维水平的教学，随着孩子的进步而逐步通过各个级别）可能比使用相同活动的同等数量的教学促进更多的学习，但理论上并非如此排序。