Unpacking foreshadowing in mathematics teachers’ planned practices

This paper provides an empirical exploration of mathematics teachers’ planned practices. Specifically, it explores the practice of foreshadowing, which was one of Wasserman’s (2015) four mathematical teaching practices. The study analyzed n = 16 lessons that were planned by pairs of highly qualified...

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Bibliographic Details
Published inEducational studies in mathematics Vol. 111; no. 3; pp. 423 - 443
Main Author Wasserman, Nicholas H.
Format Journal Article
LanguageEnglish
Published Dordrecht Springer Netherlands 01.11.2022
Springer
Springer Nature B.V
Subjects
Education
Educational Practices
Empirical analysis
Lesson Plans
Mathematical analysis
Mathematical Concepts
Mathematics
Mathematics Education
Mathematics Instruction
Mathematics Teachers
Methods
Planning
Practice
Secondary School Mathematics
Secondary School Teachers
Study and teaching
Teachers
United States
Mathematical teaching practices
Foreshadowing
Planning
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Summary:This paper provides an empirical exploration of mathematics teachers’ planned practices. Specifically, it explores the practice of foreshadowing, which was one of Wasserman’s (2015) four mathematical teaching practices. The study analyzed n = 16 lessons that were planned by pairs of highly qualified and experienced secondary mathematics teachers, as well as the dialogue that transpired, to identify the considerations the teachers made during this planning process. The paper provides empirical evidence that teachers engage in foreshadowing as they plan lessons, and it exemplifies four ways teachers engaged in this practice: foreshadowing concepts, foreshadowing techniques, foregrounding concepts, and foregrounding techniques. Implications for mathematics teacher education are discussed.
ISSN:0013-1954
1573-0816
DOI:10.1007/s10649-022-10152-6