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

研究成果: Article査読

3 被引用数 (Scopus)

抄録

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.

本文言語English
ページ(範囲)53-67
ページ数15
ジャーナルInternational Journal of Educational Research
93
DOI
出版ステータスPublished - 2019
外部発表はい

ASJC Scopus subject areas

  • Education

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