A Planning Framework Foregrounding Equity in Mathematics Teaching and Learning

Autor/inn/en	Jackson, Christa; Buchheister, Kelley Woolford; Taylor, Cynthia E.
Titel	A Planning Framework Foregrounding Equity in Mathematics Teaching and Learning
Quelle	In: Investigations in Mathematics Learning, 15 (2023) 2, S.103-117 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jackson, Christa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1947-7503
DOI	10.1080/19477503.2022.2150462
Schlagwörter	Equal Education; Mathematics Instruction; Lesson Plans; Instructional Design; Models; Learning Experience; Mathematics Teachers; Educational Practices; Elementary Secondary Education; Teaching Methods; Learning Activities; Student Diversity; Learner Engagement; Problem Solving; Mathematical Concepts; Concept Formation; Student Interests + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Lesson planning; Unterrichtsplanung; Lesson concept; Lessonplan; Unterrichtsentwurf; Analogiemodell; Lernerfahrung; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Bildungspraxis; Teaching method; Lehrmethode; Unterrichtsmethode; Lernaktivität; Problemlösen; Concept learning; Begriffsbildung; Studieninteresse
Abstract	Lesson planning is a crucial component of effective mathematics instruction. However, existing lesson planning frameworks and design models do not explicitly foreground equity and inclusion within instructional planning which are necessary in teaching every student. The What-How-Who structure frames the planning process by foregrounding who the learners are so teachers can situate differentiated mathematical learning experiences in ways that foster each student's construction of knowledge. In this article, we conceptualize the What-How-Who planning structure, which mathematics educators at any age or grade level can use as a lens to incorporate equity-based practices as they design lessons and activities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01