Castro Superfine (2008)

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}
}