Planning for Mathematics Instruction: A Model of Experienced Teachers' Planning Processes in the Context of Reform Mathematics Curriculum

By Alison Castro Superfine. The Mathematics Educator, 2015

50 citations recorded by the source corpus.

Planning is an important phase of teaching, during which teachers make decisions about various aspects of instruction that ultimately shape students’ opportunities to learn. Prior research on teacher planning, however, fails to adequately describe experienced teachers’ planning decisions, and is unclear about the extent to which teachers use curriculum materials to inform their decisions. Using data from 6th grade mathematics teachers’ use of curriculum materials, this study presents a discipline-specific model of experienced mathematics teachers’ planning. The proposed model provides a lens for understanding the nature of teachers’ planning decisions, and the conditions under which such decisions change over time.

Subfields: Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/35e47dc99e16c15f7875af91b9fb3bfd10071baa

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Citations in the corpus

Does Early Algebra Matter? The Effectiveness of an Early Algebra Intervention in Grades 3 to 5 (2019, background): “As noted earlier, this is an important factor because it can take several years of PD to develop the expertise needed to implement an intervention with the highest fidelity (Jacobs et al., 2010; Superfine, 2008).”