Programmed learning to teach lesson planing for elementary Math teachers

Abstract

Governmental measures as well as the literature in Psychology, behavior analysis, education and Pedagogy argue in favor of programmed learning and the key role teachers play in planning and executing lessons to create an effective and pleasant learning environment Moreover, researchers show that programmed learning favor learning and can be directed to a broad array of populations. The abstract characteristic of Mathematics has motivated many researchers to investigate how pupils learn math skills and how educators can facilitate the process; however, literature on lesson planning with math teachers mainly regards international contexts, which is majorly not applicable to the Brazilian context. In light of this, the present study aims to elaborate a course book for elementary math teachers that, through programmed learning, aids teachers to plan lessons. Elaboration will occur collaboratively between the main researcher, a professional with understanding in Mathematics, teacher development, and behavior analysis and a professional with understanding in learning programs. Application will aim improvement of the program and will occur along with an inservice Mathematics elementary school teacher, licensed in Mathematics, which will be requested to elaborate lesson plans and apply with groups. We expect that this study contribute to the understanding of lesson planning behavior and be made accessible to researchers and teaching professionals in general. (AU)