Literaturnachweis - Detailanzeige
Autor/inn/en | Jackson, Christa; Buchheister, Kelley Woolford; Taylor, Cynthia E. |
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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 |
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 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). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |