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Unpacking Foreshadowing in Mathematics Teachers' Planned Practices

Artigo2022

Nicholas H. Wasserman

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Resumo

This paper provides an empirical exploration of mathematics teachers' planned practices. Specifically, it explores the practice of foreshadowing, which was one of Wasserman's (2015) four mathematical teaching practices. The study analyzed n = 16 lessons that were planned by pairs of highly qualified and experienced secondary mathematics teachers, as well as the dialogue that transpired, to identify the considerations the teachers made during this planning process. The paper provides empirical evidence that teachers engage in foreshadowing as they plan lessons, and it exemplifies four ways teachers engaged in this practice: foreshadowing concepts, foreshadowing techniques, foregrounding concepts, and foregrounding techniques. Implications for mathematics teacher education are discussed.

Dados da obra

Tipo
Artigo
Periódico
Educational Studies in Mathematics
Ano
2022
Idioma
en
Palavras-chave
Mathematics Instruction; Secondary School Teachers; Mathematics Teachers; Educational Practices; Secondary School Mathematics; Mathematical Concepts; Planning; Lesson Plans
Temas
Formação de Professores de Matemática, Práticas Pedagógicas
ISSN
0013-1954
Acesso
Metadados apenas
Fontes
ERIC — Education Resources Information Center
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
WASSERMAN, Nicholas H.. Unpacking Foreshadowing in Mathematics Teachers' Planned Practices. Educational Studies in Mathematics, 2022. Disponível em: http://dx.doi.org/10.1007/s10649-022-10152-6. Acesso em: 5 nov. 2026.

APA

Wasserman, N. H. (2022). Unpacking Foreshadowing in Mathematics Teachers' Planned Practices. Educational Studies in Mathematics. http://dx.doi.org/10.1007/s10649-022-10152-6

BibTeX
@article{wasserman2022,
  author = {Wasserman, Nicholas H.},
  title = {Unpacking Foreshadowing in Mathematics Teachers' Planned Practices},
  year = {2022},
  journal = {Educational Studies in Mathematics},
  url = {http://dx.doi.org/10.1007/s10649-022-10152-6},
  language = {en}
}
RIS
TY  - JOUR
AU  - Wasserman, Nicholas H.
TI  - Unpacking Foreshadowing in Mathematics Teachers' Planned Practices
PY  - 2022
JO  - Educational Studies in Mathematics
UR  - http://dx.doi.org/10.1007/s10649-022-10152-6
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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