Teachers' Considerations of Students' Thinking during Mathematics Lesson Design

Autor/in	Amador, Julie M.
Titel	Teachers' Considerations of Students' Thinking during Mathematics Lesson Design
Quelle	In: School Science and Mathematics, 116 (2016) 5, S.239-252 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-6803
DOI	10.1111/ssm.12175
Schlagwörter	Mathematics Instruction; Grade 4; Elementary School Mathematics; Elementary School Teachers; Lesson Plans; Planning; Case Studies; Mathematical Concepts; Concept Formation; Faculty Development; Cognitive Processes + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; School year 04; 4. Schuljahr; Schuljahr 04; Elementare Mathematik; Schulmathematik; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lesson planning; Unterrichtsplanung; Ablaufplanung; Planungsprozess; Case study; Fallstudie; Case Study; Concept learning; Begriffsbildung; Cognitive process; Kognitiver Prozess
Abstract	Teachers' abilities to design mathematics lessons are related to their capability to mobilize resources to meeting intended learning goals based on their noticing. In this process, knowing how teachers consider Students' thinking is important for understanding how they are making decisions to promote student learning. While teaching, what teachers notice influences their decision-making process. This article explores the mathematics lesson planning practices of four 4th-grade teachers at the same school to understand how their consideration of Students' learning influences planning decisions. Case study methodology was used to gain an in-depth perspective of the mathematics planning practices of the teachers. Results indicate the teachers took varying approaches in how they considered students. One teacher adapted instruction based on Students' conceptual understanding, two teachers aimed at producing skill-efficient students, and the final teacher regulated learning with a strict adherence to daily lessons in curriculum materials, with little emphasis on student understanding. These findings highlight the importance of providing professional development support to teachers focused on their noticing and considerations of Students' mathematical understandings as related to learning outcomes. These findings are distinguished from other studies because of the focus on how teachers consider Students' thinking during lesson planning. This article features a Research to Practice Companion Article. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01