Difference between revisions of "Castro Superfine (2008)"

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(Created page with "Alison Superfine == Abstract == Planning is an important phase of teaching, during which teachers make decisions about various aspects of instruction that ultimately sha...")
 
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[[Alison Superfine]]
{{Title|Planning for Mathematics Instruction: A Model of Experienced Teachers' Planning Processes in the Context of a Reform Mathematics Curriculum}}
__NOTOC__
* Author: [[Alison Castro Superfine]]
* Journal: ''[[The Mathematics Educator]]''
* Year: 2008
* Source: http://tme.coe.uga.edu/wp-content/uploads/2012/08/v18n2_Castro-Superfine.pdf (open access)


== Abstract ==
== Abstract ==
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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.
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.


== Metadata ==
== Also ==
 
=== APA ===
 
Superfine, A. C. (2008). Planning for mathematics instruction: A model of experienced teachers’ planning processes in the context of a reform mathematics curriculum. The Mathematics Educator, 18(2), 11–22. Retrieved from http://tme.coe.uga.edu/wp-content/uploads/2012/08/v18n2_Castro-Superfine.pdf
 
=== BibTeX ===


;APA
: Castro Superfine, A. (2008). Planning for mathematics instruction: A model of experienced teachers' planning processes in the context of a reform mathematics curriculum. ''The Mathematics Educator'', 18(2), 11–22. Retrieved from http://tme.coe.uga.edu/wp-content/uploads/2012/08/v18n2_Castro-Superfine.pdf
;BibTeX
<pre>
<pre>
@article{Superfine2008,
@article{CastroSuperfine2008,
abstract = {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.},
author = {Castro Superfine, Alison},
author = {Superfine, Alison Castro},
file = {:home/johnson/Dropbox/Mendeley Desktop/Superfine - 2008.pdf:pdf},
journal = {The Mathematics Educator},
journal = {The Mathematics Educator},
mendeley-groups = {Archive/Journal Articles},
number = {2},
number = {2},
pages = {11--22},
pages = {11--22},
Line 29: Line 28:
</pre>
</pre>


[[Category:Journal Articles]]
[[Category:The Mathematics Educator]]
[[Category:Open Access]]
[[Category:2008]]
[[Category:Curriculum Use]]
[[Category:Curriculum Use]]

Latest revision as of 20:50, 22 November 2013

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

Abstract

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.

Also

APA
Castro Superfine, A. (2008). Planning for mathematics instruction: A model of experienced teachers' planning processes in the context of a reform mathematics curriculum. The Mathematics Educator, 18(2), 11–22. Retrieved from http://tme.coe.uga.edu/wp-content/uploads/2012/08/v18n2_Castro-Superfine.pdf
BibTeX
@article{CastroSuperfine2008,
author = {Castro Superfine, Alison},
journal = {The Mathematics Educator},
number = {2},
pages = {11--22},
title = {{Planning for mathematics instruction: A model of experienced teachers' planning processes in the context of a reform mathematics curriculum}},
url = {http://tme.coe.uga.edu/wp-content/uploads/2012/08/v18n2\_Castro-Superfine.pdf},
volume = {18},
year = {2008}
}
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