How Early Career Elementary Teachers Vary in Planning Mathematics Instruction

Artigo2024

Sarah Lilly; Kristen N. Bieda; Peter A. Youngs

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Resumo

Given that early career elementary teachers face pressure to plan pedagogy that provides equitable opportunities to learn mathematics for understanding, it is important to consider their mathematics lesson planning practices. This study uses interview data to compare the planning practices of four early career teachers (ECTs) who consistently rated highly on an observational measure of high-quality mathematics instruction with those of three ECTs who consistently rated lower. ECTs who scored highly addressed planning challenges in interconnected ways that were responsive to students' needs, demonstrated more agency in representing mathematics content in their planning, and were more likely to maintain curricular rigor when differentiating. We consider implications for efforts to help ECTs plan lessons that are likely to result in high-quality instruction.

Dados da obra

Tipo: Artigo
Periódico: Journal of Mathematics Teacher Education
Ano: 2024
Idioma: en
Palavras-chave: Mathematics Instruction; Elementary School Teachers; Instructional Development; Beginning Teachers; Instructional Effectiveness
ISSN: 1386-4416
Acesso: Metadados apenas
Fontes: ERIC — Education Resources Information Center
Na Biblioteca desde: 01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
LILLY, Sarah; BIEDA, Kristen N.; YOUNGS, Peter A.. How Early Career Elementary Teachers Vary in Planning Mathematics Instruction. Journal of Mathematics Teacher Education, 2024. Disponível em: http://dx.doi.org/10.1007/s10857-022-09551-6. Acesso em: 5 nov. 2026.

APA

Lilly, S., Bieda, K. N., & Youngs, P. A. (2024). How Early Career Elementary Teachers Vary in Planning Mathematics Instruction. Journal of Mathematics Teacher Education. http://dx.doi.org/10.1007/s10857-022-09551-6

BibTeX

@article{lilly2024,
  author = {Lilly, Sarah and Bieda, Kristen N. and Youngs, Peter A.},
  title = {How Early Career Elementary Teachers Vary in Planning Mathematics Instruction},
  year = {2024},
  journal = {Journal of Mathematics Teacher Education},
  url = {http://dx.doi.org/10.1007/s10857-022-09551-6},
  language = {en}
}

RIS

TY  - JOUR
AU  - Lilly, Sarah
AU  - Bieda, Kristen N.
AU  - Youngs, Peter A.
TI  - How Early Career Elementary Teachers Vary in Planning Mathematics Instruction
PY  - 2024
JO  - Journal of Mathematics Teacher Education
UR  - http://dx.doi.org/10.1007/s10857-022-09551-6
LA  - en
ER  -

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