Insights into ways that teachers plan their mathematics teaching

Insights into aspects of teachers’ planning reported here were gathered as part of a broader project examining aspects of the implementation of the Australian curriculum in mathematics. In particular, responses of teachers to a survey of various aspects of decisions that inform their planning are discussed. While there is diversity in processes teachers use for planning, a consistent theme was that teachers make active decisions at all stages in the planning process. There were slight differences in the ways that primary and secondary teachers plan. There are important implications from our findings for those who support teachers in the transition to the Australian Curriculum: Mathematics