Processes and Priorities in Planning Mathematics Teaching

Autor/inn/en	Sullivan, Peter; Clarke, David J.; Clarke, Doug M.; Farrell, Lesley; Gerrard, Jessica
Titel	Processes and Priorities in Planning Mathematics Teaching
Quelle	In: Mathematics Education Research Journal, 25 (2013) 4, S.457-480 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1033-2170
DOI	10.1007/s13394-012-0066-z
Schlagwörter	Mathematics Instruction; Lesson Plans; Mathematics Curriculum; Elementary School Teachers; Secondary School Teachers; Teacher Attitudes; Evaluation Utilization; Educational Practices; Curriculum Implementation; Pedagogical Content Knowledge; Needs Assessment; Preferences; Teacher Surveys; Instructional Materials; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Lesson planning; Unterrichtsplanung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Bildungspraxis; Pädagogische Kompetenz; Bedarfsermittlung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Ausland; Australien
Abstract	Insights into teachers' planning of mathematics reported here were gathered as part of a broader project examining aspects of the implementation of the Australian curriculum in mathematics (and English). In particular, the responses of primary and secondary teachers to a survey of various aspects of decisions that inform their use of curriculum documents and assessment processes to plan their teaching are discussed. Teachers appear to have a clear idea of the overall topic as the focus of their planning, but they are less clear when asked to articulate the important ideas in that topic. While there is considerable diversity in the processes that teachers use for planning and in the ways that assessment information informs that planning, a consistent theme was that teachers make active decisions at all stages in the planning process. Teachers use a variety of assessment data in various ways, but these are not typically data extracted from external assessments. This research has important implications for those responsible for supporting teachers in the transition to the "Australian Curriculum: Mathematics." (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10