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Planning for mathematics learning

Planning for mathematics learning
Planning for mathematics learning
This chapter focuses on the key steps in learning to plan mathematics lessons for secondary school (high school) pupils. It covers how to structure individual lessons, including the setting of objectives. This leads into how to plan sequences of lessons, including how to take account of pupils’ prior knowledge and varying needs, how to choose, modify and design tasks (including the use of digital technologies), and how to build in assessment opportunities. The chapter concludes by looking at the wider aspects of planning, including planning as part of a team as a form of ‘lesson study’, planning for inclusion and equity, and planning for out-of-school learning.
teaching and learning, pedagogy, curriculum, mathematics, secondary schools, lessons, planning, PGCE, ITE, initial teacher education, assessment
70-91
Routledge
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
Edwards, Julie-Ann
812fe112-cefc-4d06-8173-12a5892f7bef
Johnstone-Wilder, Sue
Lee, Claire
Pimm, David
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
Edwards, Julie-Ann
812fe112-cefc-4d06-8173-12a5892f7bef
Johnstone-Wilder, Sue
Lee, Claire
Pimm, David

Jones, Keith and Edwards, Julie-Ann (2017) Planning for mathematics learning. In, Johnstone-Wilder, Sue, Lee, Claire and Pimm, David (eds.) Learning to teach mathematics in the secondary school: a companion to school experience. (Learning to Teach Subjects in the Secondary School) 4 ed. Abingdon. Routledge, pp. 70-91. (doi:10.4324/9781315672175).

Record type: Book Section

Abstract

This chapter focuses on the key steps in learning to plan mathematics lessons for secondary school (high school) pupils. It covers how to structure individual lessons, including the setting of objectives. This leads into how to plan sequences of lessons, including how to take account of pupils’ prior knowledge and varying needs, how to choose, modify and design tasks (including the use of digital technologies), and how to build in assessment opportunities. The chapter concludes by looking at the wider aspects of planning, including planning as part of a team as a form of ‘lesson study’, planning for inclusion and equity, and planning for out-of-school learning.

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Jones&Edwards-planning_mathematics_learning_2017 - Author's Original
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More information

e-pub ahead of print date: 12 September 2016
Published date: 2017
Keywords: teaching and learning, pedagogy, curriculum, mathematics, secondary schools, lessons, planning, PGCE, ITE, initial teacher education, assessment

Identifiers

Local EPrints ID: 413720
URI: http://eprints.soton.ac.uk/id/eprint/413720
PURE UUID: 77731968-5e38-4ec1-bc11-829cbe1a6815
ORCID for Keith Jones: ORCID iD orcid.org/0000-0003-3677-8802

Catalogue record

Date deposited: 01 Sep 2017 16:31
Last modified: 22 Nov 2021 05:42

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Contributors

Author: Keith Jones ORCID iD
Author: Julie-Ann Edwards
Editor: Sue Johnstone-Wilder
Editor: Claire Lee
Editor: David Pimm

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