Teachers’ perceptions of the effectiveness of a planning framework on content sequencing for the teaching and learning of mathematics

Abstract

Planning is an instrument for effective teaching and learning of mathematics, which can address the dropping enrolments of year 12 students studying advanced mathematics. This study investigated teachers’ perceptions of how a planning framework on content sequencing from junior mathematical knowledge (years seven to 10) to senior mathematical knowledge (years 11 to 12) informs teaching and learning of mathematics in Queensland, Australia. This mixed methods study collected data through a survey and semi structured interviews with 16 high school mathematics teachers. The data reveals that the elements of the framework can enhance the process of content sequencing, promote an environment that enhances development of new knowledge from prior knowledge, and articulate the hierarchical nature of mathematics. The study found that the framework can enhance collaborative planning among teachers within and across year levels. The study argues that using the planning framework on content sequencing can be a significant tool that can play an important role in guiding teachers to plan and teach new mathematical knowledge building from prior mathematical knowledge.