Abstract
In this study, we aimed to examine mathematics teachers’ daily lesson plans and associated practices and thinking in lesson plan development. By focusing on teachers’ preparation for teaching fraction division, we collected and analyzed a sequence of four lesson plans from each of six mathematics teachers in six different elementary schools in China. Interviews with these teachers were also analyzed to support the lesson plan analysis and reveal teachers’ thinking behind their practices. The results show that Chinese teachers placed a great consideration on several aspects of lesson planning, including content, process, and their students’ learning. Teachers’ lesson plans were similar in terms of some broad features, but differed in details and specific approaches used. While the textbook’s influence was clearly evident in these teachers’ lesson plans, lesson planning itself was an important process for Chinese teachers to transform textbook content into a script unique to different teachers and their students. Implications obtained from Chinese teachers’ lesson planning practices and their thinking are then discussed in a broad context.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
