Studying mathematics teachers interactions with curriculum materials through different lenses

Towards a deeper understanding of the processes at stake

Luc Trouche, Verônica Gitirana, Takeshi Miyakawa, Birgit Pepin, Chongyang Wang

Research output: Contribution to journalArticle

Abstract

In this study we explore the interactions between teachers and resources during lesson preparation from different perspectives. We ask in which ways the crossing of perspectives help to develop deeper understandings of teacher interactions with curriculum resources. For doing this, we have chosen the following three theoretical frames: (1) Documentational Approach to Didactics (DAD); (2) Anthropological Theory of the Didactic (ATD); and (3) Cultural-Historical Activity Theory (CHAT). We chose data concerning two experienced mathematics teachers (at lower secondary school level) working together, preparing lessons on the topic of “algorithmics”, a topic newly introduced in grade 6 of the French curriculum, and hence a topic they had never taught before.

Original languageEnglish
Pages (from-to)53-67
Number of pages15
JournalInternational Journal of Educational Research
Volume93
DOIs
Publication statusPublished - 2019 Jan 1
Externally publishedYes

Fingerprint

mathematics
didactics
curriculum
teacher
interaction
resources
secondary school
school grade

Keywords

  • Anthropological theory of the didactic
  • Cultural-historical activity theory
  • Curriculum ergonomics
  • Curriculum material
  • Documentational approach to didactics

ASJC Scopus subject areas

  • Education

Cite this

Studying mathematics teachers interactions with curriculum materials through different lenses : Towards a deeper understanding of the processes at stake. / Trouche, Luc; Gitirana, Verônica; Miyakawa, Takeshi; Pepin, Birgit; Wang, Chongyang.

In: International Journal of Educational Research, Vol. 93, 01.01.2019, p. 53-67.

Research output: Contribution to journalArticle

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