Learning Trajectories, Lesson Planning, Affordances, and Constraints in the Design and Enactment of Mathematics Teaching

Autor/inn/en	Amador, Julie; Lamberg, Teruni
Titel	Learning Trajectories, Lesson Planning, Affordances, and Constraints in the Design and Enactment of Mathematics Teaching
Quelle	In: Mathematical Thinking and Learning: An International Journal, 15 (2013) 2, S.146-170 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-6065
DOI	10.1080/10986065.2013.770719
Schlagwörter	High Stakes Tests; Teacher Effectiveness; Experienced Teachers; Testing; Teaching Methods; Novices; Mathematics Education; Grade 4; Beginning Teachers; Lesson Plans; Mathematics Instruction; Educational Change; Pedagogical Content Knowledge; Mathematics Activities; Mathematical Concepts; Elementary School Mathematics; Elementary School Students; Interviews; Grounded Theory; United States + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Testdurchführung; Testen; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematische Bildung; School year 04; 4. Schuljahr; Schuljahr 04; Junior teacher; Junglehrer; Lesson planning; Unterrichtsplanung; Mathematics lessons; Mathematikunterricht; Bildungsreform; Pädagogische Kompetenz; Elementare Mathematik; Schulmathematik; Interviewing; Interviewtechnik; USA
Abstract	Recent reform efforts in mathematics education have stimulated a focus on learning trajectories. At the same time, a global increase in high-stakes testing has influenced instructional practices. This study investigated how four fourth grade teachers within a school planned and enacted lessons to understand what mediated their planning and teaching decisions. Findings reveal that three of these teachers, who were veteran teachers, used a testing trajectory approach with decisions mediated by preparing students for high-stakes tests. The fourth teacher, a novice, attempted to use a learning trajectory approach to support student understanding. Results reveal that high-stakes testing played a crucial role in teachers' instructional decisions. Based on the findings, we provide a framework for a testing trajectory approach that the veteran teachers used to make instructional decisions. Further research is needed to understand how to support teachers to prepare students for testing using effective teaching practices. (Contains 1 table and 4 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10