Primary Teachers' Written Unit Plans in Mathematics and Their Perceptions of Essential Elements of These

Autor/inn/en	Roche, Anne; Clarke, Doug M.; Clarke, David J.; Sullivan, Peter
Titel	Primary Teachers' Written Unit Plans in Mathematics and Their Perceptions of Essential Elements of These
Quelle	In: Mathematics Education Research Journal, 26 (2014) 4, S.853-870 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1033-2170
DOI	10.1007/s13394-014-0130-y
Schlagwörter	Elementary School Teachers; Mathematics Instruction; Elementary School Mathematics; Activity Units; Lesson Plans; Questionnaires; Elementary Schools; Catholic Schools; Foreign Countries; Teacher Attitudes; Australia + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Elementare Mathematik; Schulmathematik; Area of activity; Tätigkeitsfeld; Lesson planning; Unterrichtsplanung; Fragebogen; Katholische Schule; Ausland; Lehrerverhalten; Australien
Abstract	The content and purpose of written unit plans in mathematics is an under-researched area. In this article, we provide a brief overview of research on teachers' planning processes and the place of mental and written plans. We report on data from a questionnaire completed by 357 teachers from Victorian Catholic primary schools, where we focused on possible elements of written unit plans for primary mathematics, and the relative importance which teachers attributed to these elements. We then discuss 48 written unit plans which were provided to us by primary schools from which the 357 teachers were drawn. There was considerable variation in the length, intended teaching time, and level of specification of key ideas in these plans. We discuss this variation, and some discrepancies between the ratings of teachers of the importance of certain elements and their presence in the plans we examined. We also suggest potentially productive areas of future enquiry. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10