Teachers’ perceptions of the effectiveness of a planning framework on content sequencing for the teaching and learning of mathematics
Musarurwa David Chinofunga 1 * , Philemon Chigeza 1 , Subhashni Taylor 1
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1 James Cook University, Cairns, QLD, AUSTRALIA* Corresponding Author

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.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 19, Issue 4, April 2023, Article No: em2252

https://doi.org/10.29333/ejmste/13108

Publication date: 01 Apr 2023

Online publication date: 24 Mar 2023

Article Views: 1232

Article Downloads: 751

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