NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1013950
Record Type: Journal
Publication Date: 2013-Mar
Pages: 27
Abstractor: As Provided
ISSN: ISSN-0013-5984
Elementary Teachers' Learning to Construct High-Quality Mathematics Lesson Plans: A Use of the IES Recommendations
Ding, Meixia; Carlson, Mary Alice
Elementary School Journal, v113 n3 p359-385 Mar 2013
This study explored a group of elementary teachers' ("n" = 35) learning to construct high-quality lesson plans that foster student understanding of fundamental mathematical ideas. The conceptual framework for this study was gleaned from the recently released Institute of Education Sciences (IES) recommendations, including (a) interweaving worked examples and practice problems, (b) connecting concrete and abstract representations, and (c) asking deep questions to elicit student self-explanations. Comparisons between teachers' pre- and postsurveys, and among teachers' initial, revised, and end-of-course lesson plans, indicated teachers' growth in using worked examples, representations, and deep questions during their lesson planning. Issues related to teachers' learning as they constructed lesson plans that aligned with the IES recommendations were also revealed. (Contains 3 tables and 5 figures.)
University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Nebraska
Grant or Contract Numbers: N/A