Planning and Anticipating Early Years Students' Mathematical Responses [Konferenzbericht] Paper presented at the Annual Conference of the Mathematics Education Research Group of Australasia (MERGA) (45th, Newcastle, Australia, Jul 2-6, 2023).

Autor/inn/en	Livy, Sharyn; Hubbard, Jane; Russo, James
Institution	Mathematics Education Research Group of Australasia (MERGA)
Titel	Planning and Anticipating Early Years Students' Mathematical Responses [Konferenzbericht] Paper presented at the Annual Conference of the Mathematics Education Research Group of Australasia (MERGA) (45th, Newcastle, Australia, Jul 2-6, 2023).
Quelle	(2023), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Elementary School Teachers; Time Management; Lesson Plans; Grade 2; Teacher Attitudes; Teaching Methods; Mathematics Instruction; Teacher Student Relationship; Educational Improvement; Outcomes of Education; Catholic Schools; Foreign Countries; Problem Solving; Pedagogical Content Knowledge; Scaffolding (Teaching Technique); Individual Differences; Australia + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Zeitmanagement; Lesson planning; Unterrichtsplanung; School year 02; 2. Schuljahr; Schuljahr 02; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; Teacher student relationships; Lehrer-Schüler-Beziehung; Teaching improvement; Unterrichtsentwicklung; Lernleistung; Schulerfolg; Katholische Schule; Ausland; Problemlösen; Pädagogische Kompetenz; Individueller Unterschied; Australien
Abstract	This paper reports on early years teachers and how often they should devote planning time to anticipating student responses in advance of the lesson. Sixty-five Foundation to Year 2 teachers (students 5-8 years of age) completed questionnaires at the beginning and end of a year-long research-based professional development program. Participants were learning to teach with sequences of challenging tasks. Post-program data showed a shift in the frequency of time participants believed teachers should devote to anticipating student responses prior to teaching. Supporting teachers' mathematical knowledge for teaching with an emphasis on how they plan and anticipate student responses has implications for improving practice and student outcomes. (As Provided).
Anmerkungen	Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01