Characterising lesson planning: a case study with mathematics teachers

ABSTRACT

The quality of students’ learning experience depends on the learning activities that their teachers plan prior to classroom delivery. This article characterises the lesson planning practices of a group of 27 mathematics teachers. The questionnaire and the associated information coding and analysis procedures designed for that purpose may be applicable to lesson planning characterisation involving larger groups of teachers and of other disciplines. Some of the study group’s needs and difficulties are established. One of the observations discussed is that planning procedures and criteria tend to be generic rather than specific to the lesson at issue. Another is that these teachers’ vision of planning does not necessarily ensure a coordinated approach to all curricular dimensions.

KEYWORDS:

• Curriculum
• lesson planning
• teachers’ practice

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes

1. The text of the questionnaire can be downloaded from http://bit.ly/1RsdvnK.

2. The codes used are listed and described on http://bit.ly/1PHUvMA.

3. A full list of the replies is posted on http://is.gd/Qtskwh.

Additional information

Funding

This work was supported by the Departamento Administrativo de Ciencia, Tecnología e Innovación [54242], Colombia.

Notes on contributors

María José González

María José González is a lecturer for the Faculty of Education at Cantabria University in Spain. She has contributed to European and Spanish research and development projects such as InterGeo (Interoperable Interactive Geometry for Europe, ECP-410016), TutorMates (TRACE Project: PET2008_0329_01), or Procesos de Aprendizaje del Profesor de Matemáticas en Formación (EDU2012-33030), and has published in the fields of mathematics teacher education and the use of technology for mathematics teaching.

Pedro Gómez

Pedro Gómez is invited professor and director of “una empresa docente” of the Facultad de Educación of the Universidad de los Andes. He is in charge of Funes (a digital repository on mathematics education), and the master’s degree on mathematics teacher education of that university. He has published several books on mathematics education and research articles on high-ranked journals. His work focusses on mathematics teacher education. His lines of research are on government guidelines, institutional planning, teacher education, and resources and interaction spaces for mathematics teachers. His open access publications can be accessed at http://is.gd/tZ68Ke.

Andrés Pinzón

Andrés Pinzón is a PhD Student in Mathematics Education in the Facultad de Educación of the Universidad de los Andes. He is the coordinator of the master’s degree in Mathematics Education of that university. His research interests focus in mathematics teacher education.