Teacher decisions about planning and assessment in primary mathematics

Peter Arnold Sullivan, David Clarke, Douglas McLean Clarke

Research output: Contribution to journalArticleOtherpeer-review


We are interested in exploring the processes teachers use when planning. We sought responses from teachers on aspects of their planning from a survey of various aspects of their decisions. We found that, while there is diversity in processes teachers use for planning, a consistent theme was that teachers make deliberative decisions at all stages in the planning process. Likewise teachers make active use of assessment information, especially to address the needs of their students. There are important implications from our findings for those who support teachers in the transition to the Australian Curriculum: Mathematics.
Original languageEnglish
Pages (from-to)20 - 23
Number of pages4
JournalAustralian Primary Mathematics Classroom
Issue number3
Publication statusPublished - 2012

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