ABSTRACT
Central to quality learning is knowing why particular experiences are beneficial for students' mathematics learning. When planning, it is useful to investigate other curriculum areas and to make links between them. Three main types of lesson exist: problem-based learning, teacher-directed learning (or direct teaching) and review-teach-practise. Regardless of the lesson type, this phase is used to develop the ideas or skills that are the focus of the teaching episode. Feedback should be an integral part of planning the lesson and at the time of teaching. Teachers should try to incorporate the different levels in their planning relevant to the content and intent of the lesson. Greater emphasis and planning thus needs to be devoted to posing good questions. When the teacher is clear about the planned outcome(s) of the lesson or unit, how it will be taught and how to assess it, a coherence between the three phases of planning (orientation, enhancing and synthesising) emerges.
