|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
||||||||||||||||
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|||||||||
Planning for Mathematics Instruction: A Model of Experienced Teachers' Planning Processes in the Context of a Reform Mathematics Curriculum PDF
Abstract:
Planning is an important phase of teaching, during which teachers make decisions about various aspects of instruction that ultimately shape students’ opportunities to learn. Prior research on teacher planning, however, fails to adequately describe experienced teachers’ planning decisions, and is unclear about the extent to which teachers use curriculum materials to inform their decisions. Using data from 6th grade mathematics teachers’ use of curriculum materials, this study presents a discipline-specific model of experienced mathematics teachers’ planning. The proposed model provides a lens for understanding the nature of teachers’ planning decisions, and the conditions under which such decisions change over time. .About the Authors:
Alison Castro Superfine is Assistant Professor of Mathematics Education and Learning Sciences at the University of Illinois at Chicago. Her current work focuses on teacher-curriculum interactions and elementary preservice teacher education.
Last modified: 6 March 2009.
©
2009 by the Mathematics Education Student Association at The University of
Georgia. All rights reserved.
The content and opinions expressed on this Web page do not necessarily reflect
the views of nor are
they endorsed by the University of Georgia or the University System of Georgia.