How Preservice Elementary Teachers View Lesson and Curriculum Coherence

• In Event: Improving Elementary Math Teachers' Work

Abstract

Lesson and curriculum coherence is an influential factor for teachers’ effective mathematics instruction and students’ learning. The purpose of this study is to investigate how preservice elementary teachers in the U.S. view mathematics lesson coherence. In this study, a total of 18 preservice teachers’ views of lesson coherence were examined. To explore the preservice teachers’ views and perceptions, a total of three open-ended survey questions were employed. The responses were cross-checked and analyzed using a content analysis approach. The findings reveal the teachers’ views on achievement of lesson coherence, the conditions for a coherent lesson to foster student’s learning, and their overall understanding of curriculum coherence.

Authors

• Ji-Won Son, University at Buffalo - SUNY

• SeungJung Jo, University of Montana Western