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ERIC Number: EJ1204495
Record Type: Journal
Publication Date: 2019-Feb
Pages: 32
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1386-4416
Lesson Planimation: Prospective Elementary Teachers' Interactions with Mathematics Curricula
Earnest, Darrell; Amador, Julie M.
Journal of Mathematics Teacher Education, v22 n1 p37-68 Feb 2019
Curriculum materials are integral to the mathematics classroom, yet little is known about how teachers read curriculum in order to envision enactment. Through an assignment involving an approximation of actual teaching practice, we investigated prospective teachers' documentational genesis (Pepin et al. in ZDM 45:929-943, 2013) from curriculum materials to their visions of enactment based on those materials. In mathematics methods courses, we assigned prospective teachers (N = 33) to one of two widely adopted curricula to generate a lesson plan and corresponding animation. We analyzed data from the assignment, termed lesson planimation, to reveal how prospective teachers use curriculum for the purposes of enactment. Prospective teachers drew upon curricular elements to different extents, with goals ranging from concern for learning mathematical ideas to student enjoyment of math class. Implications for theory, curriculum, and instruction are discussed.
Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A