Processes and priorities in planning mathematics teaching

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 aspec...

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Bibliographic Details
Published in:Mathematics education research journal 2013-12, Vol.25 (4), p.457-480
Main Authors: Sullivan, Peter, Clarke, David J., Clarke, Doug M., Farrell, Lesley, Gerrard, Jessica
Format: Article
Language:English
Subjects:
Australia
Curriculum development
Curriculum Implementation
Education
Educational Practices
Elementary School Teachers
Evaluation Utilization
Foreign Countries
Instructional Materials
Interviews
Lesson Plans
Mathematics Curriculum
Mathematics Education
Mathematics Instruction
Mathematics teachers
Mathematics teaching
National curriculum
Needs Assessment
Original Article
Pedagogical Content Knowledge
Planning
Preferences
Primary secondary education
Secondary School Teachers
Student assessment
Teacher Attitudes
Teacher Characteristics
Teacher education
Teacher Surveys
Teaching Methods
Teaching process
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Summary: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. [Author abstract]
ISSN:1033-2170
2211-050X
DOI:10.1007/s13394-012-0066-z