Title
Improving The Quality Of Mathematics Teaching With Effective Planning Practices
Keywords
mathematics education; planning; teacher practices
Abstract
Although it has been two decades since National Council of Teachers of Mathematics Standards were published, research underlines the lack of essential practices for quality reform teaching. The literature also emphasizes the importance of planning in reform teaching although few studies focus directly on the planning of the teacher. This study attempts to shed light on teacher planning through a particularistic case study within a design research experiment which was performed to improve the quality of teaching. In particular, this study aims to extract the planning practices of an expert seventh-grade mathematics teacher before and during instruction on integers. The extracted practices were interpreted through the teaching-in-context theory, which uses beliefs, goals, and knowledge as the backbone of the analysis. The results indicate that five core practices underlay the development of effective planning: preparation, reflection, anticipation, assessment, and revision. Each practice included multiple actions performed in an environment of collaboration. © 2013 Copyright Teacher Development.
Publication Date
2-1-2013
Publication Title
Teacher Development
Volume
17
Issue
1
Number of Pages
92-106
Document Type
Article
Personal Identifier
scopus
DOI Link
https://doi.org/10.1080/13664530.2012.753939
Copyright Status
Unknown
Socpus ID
84874415878 (Scopus)
Source API URL
https://api.elsevier.com/content/abstract/scopus_id/84874415878
STARS Citation
Akyuz, Didem; Dixon, Juli K.; and Stephan, Michelle, "Improving The Quality Of Mathematics Teaching With Effective Planning Practices" (2013). Scopus Export 2010-2014. 6647.
https://stars.library.ucf.edu/scopus2010/6647