TY - JOUR
T1 - Studying mathematics teachers interactions with curriculum materials through different lenses
T2 - Towards a deeper understanding of the processes at stake
AU - Trouche, Luc
AU - Gitirana, Verônica
AU - Miyakawa, Takeshi
AU - Pepin, Birgit
AU - Wang, Chongyang
N1 - Funding Information:
Japan Society for the Promotion of Science, Grant Numbers KAKENHI (JP15KK0113), Coordenação de Aperfeiçoamento de Pessoal de Nível Superior, Grant Numbers EST-SENIOR 88881.120750/2016-01, China Scholarship Council, Grant Numbers 201406140096.
Publisher Copyright:
© 2018 The Authors
PY - 2019
Y1 - 2019
N2 - 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.
AB - 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.
KW - Anthropological theory of the didactic
KW - Cultural-historical activity theory
KW - Curriculum ergonomics
KW - Curriculum material
KW - Documentational approach to didactics
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U2 - 10.1016/j.ijer.2018.09.002
DO - 10.1016/j.ijer.2018.09.002
M3 - Article
AN - SCOPUS:85055528628
SN - 0883-0355
VL - 93
SP - 53
EP - 67
JO - International Journal of Educational Research
JF - International Journal of Educational Research
ER -