Students are often ill-prepared for the leap in expectations within disciplines when they make the transition from secondary to university-level instruction. Moreover, another equally large challenge exacerbates these vertical disciplinary gaps. At all levels, instruction takes place largely in disciplinary silos – in language and literature, history, mathematics, science, and so on. Learning goals in these silos are often phrased in very different language, e.g. ‘becoming a reader’ (or writer) in language arts, ‘inquiry’ in science, and ‘problem solving’ in mathematics. Such horizontal gaps result in instruction being far less coherent from the student’s perspective than it might be. The Teaching for Robust Understanding framework, known as TRU, may provide a means of addressing both kinds of gap. TRU focuses on the nature of learning environments that support the development of students as powerful learners. Through the lens of the TRU framework one can see commonalities across disciplines and across grade levels, and shape instructional practices accordingly. Within any particular discipline, treating students as active sense makers and arranging learning environments to provide opportunities for active sense making may help to bridge the gap between secondary and higher education.
Capturing teaching practices in language-responsive mathematics classrooms Extending the TRU framework “teaching for robust understanding” to L-TRU