What Constitutes a Good Mathematics Lesson? A Narrative Inquiry into Preservice Teachers’ Perceptions of Good Mathematics Lessons
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What constitutes a good mathematics lesson plan ? In their teacher education program, preservice teachers (PSTs) are trained f or planning mathematics instruction but often have difficulty in evaluating existing lesson plans and creating their own lesson plans . The purpose of this narrative inquiry is to understand PSTs ’ experiences of evaluating or designing mathematics lessons that they perceive as being good. Th e narratives of three PSTs who pursue high school mathematics teaching certification w ill inform us not only of their perception s of a good mathematics lesson and lesson plan but also their process of finding the one that exists or creating their own.
Abstract
What constitutes a good mathematics lesson plan ? In their teacher education program, preservice teachers (PSTs) are trained f or planning mathematics instruction but often have difficulty in evaluating existing lesson plans and creating their own lesson plans . The purpose of this narrative inquiry is to understand PSTs ’ experiences of evaluating or designing mathematics lessons that they perceive as being good. Th e narratives of three PSTs who pursue high school mathematics teaching certification w ill inform us not only of their perception s of a good mathematics lesson and lesson plan but also their process of finding the one that exists or creating their own.
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