Planning for Mathematics Instruction: A Model of Experienced Teachers' Planning Processes in the Context of a Reform Mathematics Curriculum PDF
Planning is an important phase of teaching, during which teachers make decisions about various aspects of instruction that ultimately shape studentsí opportunities to learn. Prior research on teacher planning, however, fails to adequately describe experienced teachersí planning decisions, and is unclear about the extent to which teachers use curriculum materials to inform their decisions. Using data from 6th grade mathematics teachersí use of curriculum materials, this study presents a discipline-specific model of experienced mathematics teachersí planning. The proposed model provides a lens for understanding the nature of teachersí 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: 30 July 2012.
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