Archives
Current issue
About
About us
Aims and Scope
Abstracting and Indexing
Editorial Office
Open Access Policy
Publication Ethics
Journal History
Publisher
Follow us: Twitter
Contact
For Authors
Editorial Policy
Peer Review Policy
Manuscript Preparation Guidelines
Copyright & Licencing
Publication Fees
Fee Waiver Policy for Doctoral Students
EJMSTE Language Editing Service
More
Statistics
Special Issues
Special Issue Announcements
Published Special Issues
RESEARCH PAPER
Teachers’ perceptions of the effectiveness of a planning framework on content sequencing for the teaching and learning of mathematics
1
James Cook University, Cairns, QLD, AUSTRALIA
Online publication date: 2023-04-01
Publication date: 2023-03-24
EURASIA J. Math., Sci Tech. Ed 2023;19(4):em2252
KEYWORDS
mathematics content sequencingmathematics planningcollaborative planningpriorknowledgeessential conceptshierarchical nature of mathematics
ABSTRACT
Planning is an instrument for effective teaching and learning of mathematics, which can address
the dropping enrolments of year 12 students studying advanced mathematics. This study
investigated teachers’ perceptions of how a planning framework on content sequencing from
junior mathematical knowledge (years seven to 10) to senior mathematical knowledge (years 11
to 12) informs teaching and learning of mathematics in Queensland, Australia. This mixed
methods study collected data through a survey and semi structured interviews with 16 high school
mathematics teachers. The data reveals that the elements of the framework can enhance the
process of content sequencing, promote an environment that enhances development of new
knowledge from prior knowledge, and articulate the hierarchical nature of mathematics. The study
found that the framework can enhance collaborative planning among teachers within and across
year levels. The study argues that using the planning framework on content sequencing can be a
significant tool that can play an important role in guiding teachers to plan and teach new
mathematical knowledge building from prior mathematical knowledge.
REFERENCES (72)
1.
AAMT. (2006). Standards for excellence in teaching mathematics in Australian schools. Australian Association of Mathematics Teachers. https://aamt.edu.au/wp-content....
2.
Abdeljaber, S. R. (2015). High school mathematics teachers’ perceptions of mathematics education in northwest Florida [Phd thesis, University of Phoenix].
3.
AITSL. (2014). National professional standards for teachers. Australian Institute for Teaching and School Leadership. https://www.aitsl.edu.au/docs/....
4.
AMSI. (2022). Maths crisis: Year 12 maths enrolment reach all-time low. Australian Mathematical Sciences Institute. https://amsi.org.au/2022/04/27....
5.
Australian Academy of Science. (2015). Desktop review of mathematics school education. Department of Education. https://www.dese.gov.au/austra....
6.
Bearman, M. (2019). Focus on methodology: Eliciting rich data: A practical approach to writing semi-structured interview schedules. Focus on Health Professional Education, 20(3), 1. https://doi.org/10.11157/fohpe....
7.
Bennett, S. (2019). Kids claim new maths subjects too hard. Courier mail. https://www.couriermail.com.au....
8.
Bernard, H. R. (2011). Research methods in anthropology qualitative and quantitative approaches. AltaMira Press.
9.
Bita, N., & Dodd, T. (2022). Students shun maths as enrolments fall to all-time low. The Australian. https://www.theaustralian.com.....
10.
Boyle, D. J., & Kaiser, B. S. (2017). Collaborative planning as a process. Mathematics Teaching in the Middle School, 22(7), 406-419. https://doi.org/10.5951/mathte....
11.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/147808....
12.
CESE. (2017). Effective reading instruction in the early years of school, literature review. NSW Department of Education. https://www.cese.nsw.gov.au/im....
13.
Chinofunga, M. D., Chigeza, P., & Taylor, S. (2021). Senior high school mathematics subjects in Queensland: Options and trends of student participation. PRISM: Casting New Light on Learning, Theory and Practice, 4, 1. https://doi.org/10.24377/prism....
14.
Chinofunga, M. D., Chigeza, P., & Taylor, S. (2022). A framework for content sequencing from junior to senior mathematics curriculum. EURASIA Journal of Mathematics, Science and Technology Education, 18(4), em2100. https://doi.org/10.29333/ejmst....
15.
Cowan, N. (2001). ‘The magical number 4 in short-term memory: A reconsideration of mental storage capacity’. Behavioral and Brain Sciences, 24(1) 87-114. https://doi.org/10.1017/S01405....
16.
Creswell, J. W. (2014). Educational research: Planning, conducting and evaluating quantitative and qualitative research. Pearson.
17.
Creswell, J. W., & Plano Clark, V. L. (2018). Designing and conducting mixed methods research. SAGE.
18.
Davidson, A. (2019). Ingredients for planning student-centered learning in mathematics. Australian Primary Mathematics Classroom, 24(3), 8-14.
19.
Domínguez, A.-B., Carrillo, M.-S., González, V., & Alegria, J. (2016). How do deaf children with and without cochlear implants manage to read sentences: The key word strategy. Journal of Deaf Studies and Deaf Education, 21(3), 280-292. https://doi.org/10.1093/deafed....
20.
Duncan, G. J., Dowsett, C. J., Claessens, A., Magnuson, K., Huston, A. C., Klebanov, P., Pagani, L. S., Feinstein, L., Engel, M., Brooks-Gunn, J., Sexton, H., Duckworth, K., & Japel, C. (2007). School readiness and later achievement. Developmental Psychology, 43(6), 1428-1446. https://doi.org/10.1037/0012-1....
21.
Ealy, J. (2018). Analysis of students’ missed organic chemistry quiz questions that stress the importance of prior general chemistry knowledge. Education Sciences, 8(2), 42. https://doi.org/10.3390/educsc....
22.
Fautley, M., & Savage, J. (2014). Lesson planning for effective learning. McGraw-Hill Education.
23.
Fetters, M. D., Curry, L. A., & Creswell, J. W. (2013). Achieving integration in mixed methods designs–Principles and practices. Health Services Research, 48, 2134-2156. https://doi.org/10.1111/1475-6....
24.
Galletta, A., & Cross, W. E. (2013). Mastering the semi-structured interview and beyond: From research design to analysis and publication. New York University Press. https://doi.org/10.18574/nyu/9....
25.
Garbett, D. (2011). Constructivism deconstructed in science teacher education. Australian Journal of Teacher Education, 36(6), 36-49. https://doi.org/10.14221/ajte.....
26.
Geary, D. C., Hoard, M. K., Nugent, L., & Bailey, D. H. (2013). Adolescents’ functional numeracy is predicted by their school entry number system knowledge. PloS ONE, 8(1), e54651-e54651. https://doi.org/10.1371/journa....
27.
Gilbert, M., & Gilbert, B. (2013). Connecting teacher learning to curriculum. In A. M. Lindmeier, & A. Heinze (Eds.), Mathematics learning across the life span (pp. 337-344). PME.
28.
Grundén, H. (2020). Planning in mathematics teaching–a varied, emotional process influenced by others. LUMAT: International Journal on Math, Science and Technology Education, 8, 1. https://doi.org/10.31129/LUMAT....
29.
Guion, L. A., Diehl, D. C., & McDonald, D. (2011). Triangulation: Establishing the validity of qualitative studies. University of Florida Cooperative Extension Service, Institute of Food and Agricultural Sciences, EDIS. https://doi.org/10.32473/edis-....
30.
Hailikari, T., Katajavuori, N., & Lindblom-Ylanne, S. (2008). The relevance of prior knowledge in learning and instructional design. American Journal of Pharmaceutical Education, 72(5), 113. https://doi.org/10.5688/aj7205....
31.
Hansen, E. (2011). Idea-based learning a course design process to promote conceptual understanding. Stylus Publishing.
32.
Hu, Y., Wang, W., & Jiang, L. (2011). Teaching discrete mathematics with the constructivism learning theory. In Proceedings of the 6th International Conference on Computer Science & Education.
33.
Jones, K., & Edawards, J. (2017). Planning for mathematics learning. Routledge. https://doi.org/10.4324/978131....
34.
Kallio, H., Pietilä, A. M., Johnson, M., & Kangasniemi, M. (2016). Systematic methodological review: Developing a framework for a qualitative semi‐structured interview guide. Journal of Advanced Nursing, 72(12), 2954-2965. https://doi.org/10.1111/jan.13....
35.
Kennedy, J., Lyons, T., & Quinn, F. (2014). The continuing decline of science and mathematics enrolments in Australian high schools. Teaching Science, 60(2), 34-46.
36.
Kuehnert, E. R. A., Eddy, C. M., Miller, D., Pratt, S. S., & Senawongsa, C. (2018). Bansho: Visually sequencing mathematical ideas. Teaching Children Mathematics, 24(6), 362-369. https://doi.org/10.5951/teacch....
37.
Li, H., Zhu, J., Zhang, J., Zong, C., & He, X. (2020). Keywords-guided abstractive sentence summarization. In Proceedings of the 34th AAAI Conference on Artificial Intelligence (pp. 8196-8203). https://doi.org/10.1609/aaai.v....
38.
Li, Y., Chen, X., & Kulm, G. (2009). Mathematics teachers’ practices and thinking in lesson plan development: A case of teaching fraction division. ZDM-Mathematics Education, 41, 717-731. https://doi.org/10.1007/s11858....
39.
Mallamaci, L. (2018). Constructivism in mathematics. Vinculum (Parkville, Vic.), 55(2), 20-21.
40.
Martin, A. J., & Evans, P. (2020). Load reduction instruction (LRI): Sequencing explicit instruction and guided discovery to enhance students’ motivation, engagement, learning, and achievement. In S. Tindall-Ford, S. Agostinho, & J. Sweller (Eds.), Advances in cognitive load theory: Rethinking teaching (pp. 15-29). Routledge/Taylor & Francis Group. https://doi.org/10.4324/978042....
41.
McKim, C. A. (2017). The value of mixed methods research: A mixed methods study. Journal of Mixed Methods Research, 11(2), 202-222. https://doi.org/10.1177/155868....
42.
Monette, D. R., Sullivan, T. J., & DeJong, C. R. (2008). Applied social research: A tool for the human services. Thomson Brooks/Cole.
43.
Moreno, R., & Park, B. (2010). Cognitive load theory: Historical development and relation to other theories. In J. Plass, R. Moreno, & R. Brünken (Eds.), Cognitive load theory (pp. 9-28). Cambridge University Press. https://doi.org/10.1017/CBO978....
44.
Mousley, J., Sullivan, P., & Zevenbergen, R. (2007). Keeping all students on the learning path. In Proceedings of the 9th International Conference Mathematics Education in a Global Community (pp. 466-471).
45.
Nakamura, A. (2014). Hierarchy construction of mathematical knowledge. Lecture Notes on Information Theory, 2(2), 203-207. https://doi.org/10.12720/lnit.....
46.
NCTM. (2014). Principles to actions: Ensuring mathematical success for all. National Council of Teachers of Mathematics.
47.
Newton, K. J., Lange, K., & Booth, J. L. (2020). Mathematical flexibility: Aspects of a continuum and the role of prior knowledge. The Journal of Experimental Education, 88(4), 503-515. https://doi.org/10.1080/002209....
48.
Novak, J. D. (2010). Learning, creating, and using knowledge: Concept maps as facilitative tools in schools and corporations. Je-LKS, 6, 3. https://doi.org/10.20368/1971-....
49.
Noyes, A., & Adkins, M. (2016). Studying advanced mathematics in England: Findings from a survey of student choices and attitudes. Research in Mathematics Education, 18(3), 231-248. https://doi.org/10.1080/147948....
50.
Paas, F., & Sweller, J. (2012). An evolutionary upgrade of cognitive load theory: Using the human motor system and collaboration to support the learning of complex cognitive tasks. Educational Psychology Review, 24, 27-45. https://doi.org/10.1007/s10648....
51.
Pagani, L. S., Fitzpatrick, C., Archambault, I., & Janosz, M. (2010). School readiness and later achievement: A French Canadian replication and extension. Developmental Psychology, 46(5), 984-994. https://doi.org/10.1037/a00188....
52.
Palinkas, L. A., Horwitz, S. M., Green, C. A., Wisdom, J. P., Duan, N., & Hoagwood, K. (2013). Purposeful sampling for qualitative data collection and analysis in mixed method implementation research. Administration and Policy in Mental Health and Mental Health Services Research, 42(5), 533-544. https://doi.org/10.1007/s10488....
53.
QCAA. (2018). Mathematical methods. General senior syllabus. Queensland Curriculum and Assessment Authority. https://www.qcaa.qld.edu.au/do....
54.
Remillard, J. T. (2005). Examining key concepts in research on teachers’ use of mathematics curricula. Review of Educational Research, 75(2), 211-246. https://doi.org/10.3102/003465....
55.
Roche, A., Clarke, D. M., Clarke, D. J., & Sullivan, P. (2014). Primary teachers’ written unit plans in mathematics and their perceptions of essential elements of these. Mathematics Education Research Journal, 26(4), 853-870. https://doi.org/10.1007/s13394....
56.
Roseshine, B. V. (2009). The empirical support for instruction. In S. Tobias, & T. M. Duffy (Eds). Constructivist instruction: Success or failure? Routledge.
57.
Schneider, M., Rittle-Johnson, B., & Star, J. R. (2011). Relations among conceptual knowledge, procedural knowledge, and procedural flexibility in two samples differing in prior knowledge. Developmental Psychology, 47(6), 1525-1538. https://doi.org/10.1037/a00249....
58.
Schuhl, S. (2020). Mathematics unit planning in a PLC at work. Grades 3-5. Solution Tree Press.
59.
Schuhl, S., Kanold, T. D., Deinhart, J., Larson, M. R., & Toncheff, M. (2020). Mathematics unit planning in a PLC at work®, grades 3-5: A guide to collaborative teaching and mathematics lesson planning to increase student understanding and expected learning outcomes. Solution Tree.
60.
Simon, M. A. (1995). Reconstructing mathematics pedagogy from a constructivist perspective. Journal for Research in Mathematics Education, 26(2), 114-145. https://doi.org/10.2307/749205.
61.
Smith, M. S., Sherin, M. G., & Steele, M. (2020). The five practices in practice: Successfully orchestrating mathematics discussions in your high school classroom. SAGE.
62.
Stemhagen, K. (2016). Deweyan democratic agency and school math: Beyond constructivism and critique: Deweyan democratic agency and school math. Educational Theory, 66(1-2), 95-109. https://doi.org/10.1111/edth.1....
63.
Stratton, S. J. (2018). Likert data. Prehospital and Disaster Medicine, 33(2), 117-118. https://doi.org/10.1017/S10490....
64.
Sullivan, P., Clarke, D. M., Clarke, D., & Roche, A. (2013). Teachers’ decisions about mathematics tasks when planning. In V. Steinle, L. Ball, & C. Bardini (Eds.), Mathematics education: Yesterday, today and tomorrow. MERGA.
65.
Sweller, J. (2010). Cognitive load theory: Recent theoretical advances. In J. Plass, R. Moreno, & R. Brünken (Eds.), Cognitive load theory (pp. 29-47). Cambridge University Press. https://doi.org/10.1017/CBO978....
66.
Sweller, J., Ayres, P., & Kalyuga, S. (2011). Cognitive load theory. Springer. https://doi.org/10.1007/978-1-....
67.
Taber, K. S. (2019). Constructivism in education: Interpretations and criticisms from science education. In Early childhood development: Concepts, methodologies, tools, and applications (pp. 312-342). https://doi.org/10.4018/978-1-....
68.
Tavakol, M., & Sandars, J. (2014). Quantitative and qualitative methods in medical education research: AMEE Guide No 90: Part I. Medical Teacher, 36(9), 746-756. https://doi.org/10.3109/014215....
69.
Truxaw, M. P., Gorgievski, N., & DeFranco, T. C. (2008). Measuring K‐8 teachers’ perceptions of discourse use in their mathematics classes. School Science and Mathematics, 108(2), 58-70. https://doi.org/10.1111/j.1949....
70.
Wang, M. T. (2012). Educational and career interests in math: A longitudinal examination of the links between classroom environment, motivational beliefs, and interests. Developmental Psychology, 48(6), 1643-1657. https://doi.org/10.1037/a00272....
71.
Watt, H. (2007). A trickle from the pipeline: Why girls under-participate in maths. Professional Educator, 6(3), 36-41.
72.
Watts, T. W., Duncan, G. J., Siegler, R. S., & Davis-Kean, P. E. (2014). What’s past is prologue: Relations between early mathematics knowledge and high school achievement. Educational Researcher, 43(7), 352-360. https://doi.org/10.3102/001318....
Share
RELATED ARTICLE
| eISSN: | 1305-8223 |
| ISSN: | 1305-8215 |
We process personal data collected when visiting the website. The function of obtaining information about users and their behavior is carried out by voluntarily entered information in forms and saving cookies in end devices. Data, including cookies, are used to provide services, improve the user experience and to analyze the traffic in accordance with the Privacy policy. Data are also collected and processed by Google Analytics tool (more).
You can change cookies settings in your browser. Restricted use of cookies in the browser configuration may affect some functionalities of the website.
You can change cookies settings in your browser. Restricted use of cookies in the browser configuration may affect some functionalities of the website.
