Difference between revisions of "Castro Superfine (2008)"
imported>Raymond Johnson |
imported>Raymond Johnson |
||
| Line 1: | Line 1: | ||
[[Alison Superfine]] | {{Title|Planning for Mathematics Instruction: A Model of Experienced Teachers' Planning Processes in the Context of a Reform Mathematics Curriculum}} | ||
__NOTOC__ | |||
The article ''Planning for Mathematics Instruction: A Model of Experienced Teachers' Planning Processes in the Context of a Reform Mathematics Curriculum'' was written by [[Alison Superfine]] and published in ''[[The Mathematics Educator]]'' in 2008. The [[open access]] article is available online at http://tme.coe.uga.edu/wp-content/uploads/2012/08/v18n2_Castro-Superfine.pdf. | |||
== Abstract == | == Abstract == | ||
| Line 5: | Line 7: | ||
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. | ||
== | == 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 | |||
<pre> | <pre> | ||
@article{Superfine2008, | @article{Superfine2008, | ||
author = {Superfine, Alison Castro}, | author = {Superfine, Alison Castro}, | ||
journal = {The Mathematics Educator}, | journal = {The Mathematics Educator}, | ||
| Line 27: | Line 25: | ||
</pre> | </pre> | ||
[[Category:Journal Articles]] | |||
[[Category:The Mathematics Educator]] | |||
[[Category:2008]] | |||
[[Category:Curriculum Use]] | [[Category:Curriculum Use]] | ||
[[Category:Open Access]] | |||
Revision as of 15:44, 16 November 2013
Planning for Mathematics Instruction: A Model of Experienced Teachers' Planning Processes in the Context of a Reform Mathematics Curriculum
The article Planning for Mathematics Instruction: A Model of Experienced Teachers' Planning Processes in the Context of a Reform Mathematics Curriculum was written by Alison Superfine and published in The Mathematics Educator in 2008. The open access article is available online at http://tme.coe.uga.edu/wp-content/uploads/2012/08/v18n2_Castro-Superfine.pdf.
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
- 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
@article{Superfine2008,
author = {Superfine, Alison Castro},
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}
}