@article{confrey_maloney_belcher_mcgowan_hennessey_shah_2018, title={The concept of an agile curriculum as applied to a middle school mathematics digital learning system (DLS)}, volume={92}, ISSN={["0883-0355"]}, DOI={10.1016/j.ijer.2018.09.017}, abstractNote={Curricular theory must evolve to keep pace with the implications of the design, use, and effects of deploying and adapting digital curricular resources, especially when placed within digital learning systems (DLS) with rapid feedback and analytic capacity. We introduce an “agile curriculum” framework describing how to use classroom assessment data to regulate teachers’ practices of iteratively adapting curricula. Our DLS, called Math-Mapper 6–8, is introduced as an example with its diagnostic assessments of students’ progress along learning trajectories. An exploratory video study of middle school teachers reviewing, interpreting, and acting on its data, both during instruction (short cycle feedback) and within professional learning communities (long cycle feedback) illustrates how an agile curriculum framework supports data-driven adjustments based on student learning.}, journal={INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH}, author={Confrey, Jere and Maloney, Alan P. and Belcher, Michael and McGowan, William and Hennessey, Margaret and Shah, Meetal}, year={2018}, pages={158–172} }
 @article{confrey_maloney_2015, title={Engineering [for] Effectiveness in Mathematics Education: Intervention at the Instructional Core in an Era of Common Core Standards}, ISBN={["978-3-319-07715-4"]}, DOI={10.1007/978-3-319-07716-1_17}, journal={LARGE-SCALE STUDIES IN MATHEMATICS EDUCATION}, author={Confrey, Jere and Maloney, Alan}, year={2015}, pages={373–403} }
 @article{confrey_maloney_nguyen_rupp_2014, title={Equipartitioning, a foundation for rational number reasoning elucidation of a learning trajectory}, journal={Learning Over Time: Learning Trajectories in Marhematics Education}, author={Confrey, J. and Maloney, A. P. and Nguyen, K. H. and Rupp, A. A.}, year={2014}, pages={61–96} }
 @book{maloney_confrey_nguyen_school_2014, title={Learning over time: Learning trajectories in mathematics education}, publisher={Charlotte, NC: Information Age Publishing, Inc.}, year={2014} }
 @article{confrey_maloney_nguyen_2014, title={Learning trajectories going forward a foundation for coherence in the instructional core conclusion}, journal={Learning Over Time: Learning Trajectories in Marhematics Education}, author={Confrey, J. and Maloney, A. P. and Nguyen, K. H.}, year={2014}, pages={243–255} }
 @article{confrey_maloney_nguyen_2014, title={Learning trajectories in mathematics introduction}, journal={Learning Over Time: Learning Trajectories in Marhematics Education}, author={Confrey, J. and Maloney, A. P. and Nguyen, K. H.}, year={2014}, pages={XI-} }
 @article{confrey_maloney_2014, title={Linking standards and learning trajectories boundary objects and representations}, journal={Learning Over Time: Learning Trajectories in Marhematics Education}, author={Confrey, J. and Maloney, A.}, year={2014}, pages={125–160} }
 @article{penuel_confrey_maloney_rupp_2014, title={Design Decisions in Developing Learning Trajectories-Based Assessments in Mathematics: A Case Study}, volume={23}, ISSN={["1532-7809"]}, DOI={10.1080/10508406.2013.866118}, abstractNote={This article analyzes the design decisions of a team developing diagnostic assessments for a learning trajectory focused on rational number reasoning. The analysis focuses on the design rationale for key decisions about how to develop the cognitive assessments and related validity arguments within a fluid state and national policy context. The study draws on ethnographic methods adapted from science, technology, and society studies to document key rationales for decisions. For this team, concerns about the validity of both the assessments and the hypothetical trajectory, anticipated uses of the assessments, and the available distribution of resources and expertise to different project activities were all considerations for significant design decisions throughout the project. The study findings suggest that success in the design of trajectories-based assessments depends on teams’ attention to balancing core design activities with engagement in the external policy environment, balancing precision with utility for diagnosis in defining the levels of a trajectory, and balancing the goals of supporting and assessing student learning.}, number={1}, journal={JOURNAL OF THE LEARNING SCIENCES}, author={Penuel, William R. and Confrey, Jere and Maloney, Alan and Rupp, Andre A.}, year={2014}, month={Jan}, pages={47–95} }
 @inproceedings{confrey_maloney_nguyen_mojica_myers_2009, title={Equipartitioning/splitting as a foundation of rational number reasoning using learning trajectories}, volume={2}, booktitle={Pme 33: proceedings of the 33rd conference of the international group for the psychology of mathematics education, vol 2}, author={Confrey, J. and Maloney, A. and Nguyen, K. and Mojica, G. and Myers, M.}, year={2009}, pages={345–352} }