Primary teachers' written unit plans in mathematics and their perceptions of essential elements of these

Journal article


Roche, Anne, Clarke, Doug M., Clarke, David J. and Sullivan, Peter. (2014) Primary teachers' written unit plans in mathematics and their perceptions of essential elements of these. Mathematics Education Research Journal. 26(4), pp. 853 - 870. https://doi.org/10.1007/s13394-014-0130-y
AuthorsRoche, Anne, Clarke, Doug M., Clarke, David J. and Sullivan, Peter
Abstract

The content and purpose of written unit plans in mathematics is an under-researched area. In this article, we provide a brief overview of research on teachers’ planning processes and the place of mental and written plans. We report on data from a questionnaire completed by 357 teachers from Victorian Catholic primary schools, where we focused on possible elements of written unit plans for primary mathematics, and the relative importance which teachers attributed to these elements. We then discuss 48 written unit plans which were provided to us by primary schools from which the 357 teachers were drawn. There was considerable variation in the length, intended teaching time, and level of specification of key ideas in these plans. We discuss this variation, and some discrepancies between the ratings of teachers of the importance of certain elements and their presence in the plans we examined. We also suggest potentially productive areas of future enquiry.

Year2014
JournalMathematics Education Research Journal
Journal citation26 (4), pp. 853 - 870
PublisherSpringer Netherlands
ISSN1033-2170
Digital Object Identifier (DOI)https://doi.org/10.1007/s13394-014-0130-y
Scopus EID2-s2.0-84919909639
Web address (URL)<p>http://dx.doi.org/10.1007/s13394-014-0130-y</p>
Page range853 - 870
Research GroupSchool of Education
Publisher's version
File Access Level
Controlled
Place of publicationNetherlands
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