Mathematics Pedagogical Design Capacity from Planning through Teaching
AbstractAs teachers prepare formathematics lessons they make instructional plans based on their knowledge andavailable resources. A teacher's capacity to mobile resources to design lessonsis known as his or her pedagogical design capacity. This study analyzes shiftsin the pedagogical design capacity of four teachers as they transition fromlesson planning to lesson implementation in the classroom. Results indicatethat teachers' pedagogical design capacities are reflected differently from thetime of lesson planning to the time of instructional delivery, with a shifttoward less curricular reliance during implementation. Findings indicate that teacherswould benefit from support to know how to make changes while teaching in waysthat will best support students' mathematical learning. Additional workfocusing on the role of context as related to pedagogical design capacity wouldprovide further insight for understanding teachers' abilities to use resourcesfor mathematics instruction.
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