From Implicit to Explicit:  Articulating Equitable Learning Trajectories Based Instruction

Marrielle Myers; Paola Sztajn; P. Holt Wilson; Cynthia Edgington

doi:10.21423/jume-v8i2a280

From Implicit to Explicit: Articulating Equitable Learning Trajectories Based Instruction

Authors

Marrielle Myers Kennesaw State University
Paola Sztajn North Carolina State University
P. Holt Wilson
Cynthia Edgington North Carolina State University

DOI:

https://doi.org/10.21423/jume-v8i2a280

Keywords:

learning trajectories, equity

Author Biographies

Marrielle Myers, Kennesaw State University

Assistant Professor Clinical I Program Coordinator Elementary and Early Childhood Education
P. Holt Wilson

University of North Carolina Greensboro

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Published

2015-12-30

Issue

Vol. 8 No. 2 (2015)

Section

COMMENTARY

License

The copyright for articles in JUME is held by the individual. By virtue of their appearance in this open access journal, articles are free to use with proper attribution in educational and other non-commercial settings.

How to Cite

From Implicit to Explicit: Articulating Equitable Learning Trajectories Based Instruction. (2015). Journal of Urban Mathematics Education, 8(2). https://doi.org/10.21423/jume-v8i2a280