From Text to 'Lived' Resources: Mathematics Curriculum Materials and Teacher Development

Description

What kinds of curriculum materials do mathematics teachers select and use, and how? This question is complex, in a period of deep evolutions of teaching resources, with the proficiency of online resources in particular. How do teachers learn from these materials, and in which ways do they ‘tailor’ them for their use and pupil learning? Teachers collect resources, select, transform, share, implement, and revise them. Drawing from the French term « ingénierie documentaire »,we call these processes « documentation ». The literal English translation is « to work with documents », but the meaning it carries is richer. Documentation refers to the complex and interactive ways that teachers work with resources; in-class and out-of-class, individually, but also collectively. Front Matter....Pages i-xx Front Matter....Pages 1-1 Knowledge Resources in and for School Mathematics Teaching....Pages 3-22 Teachers’ Work with Resources: Documentational Geneses and Professional Geneses....Pages 23-41 Patterns of Didactic Intentions, Thought Collective and Documentation Work....Pages 43-57 Resources for the Teacher from a Semiotic Mediation Perspective....Pages 59-75 Back Matter....Pages 77-80 Front Matter....Pages 81-81 Constituting Digital Tools and Materials as Classroom Resources: The Example of Dynamic Geometry....Pages 83-103 Modes of Engagement: Understanding Teachers’ Transactions with Mathematics Curriculum Resources....Pages 105-122 Task Analysis as “Catalytic Tool” for Feedback and Teacher Learning: Working with Teachers on Mathematics Curriculum Materials....Pages 123-142 Measuring Content Through Textbooks: The Cumulative Effect of Middle-School Tracking....Pages 143-160 Masters’ Writings and Students’ Writings: School Material in Mesopotamia....Pages 161-179 Back Matter....Pages 181-186 Front Matter....Pages 187-187 Researcher-Designed Resources and Their Adaptation Within Classroom Teaching Practice: Shaping Both the Implicit and the Explicit....Pages 189-213 Classroom Video Data and Resources for Teaching: Some Thoughts on Teacher Education....Pages 215-230 Interactions of Teachers’ and Students’ Use of Mathematics Textbooks....Pages 231-245 Teachers Teaching Mathematics with Enciclomedia: A Study of Documentational Genesis....Pages 247-263 Teachers Transforming Resources into Orchestrations....Pages 265-281 Back Matter....Pages 283-288 Front Matter....Pages 289-289 A Comparative Perspective on Teacher Collaboration: The Cases of Lesson Study in Japan and of Multidisciplinary Teaching in Denmark....Pages 291-304 Communities, Documents and Professional Geneses: Interrelated Stories....Pages 305-322 Mathematics Teachers as Instructional Designers: What Does It Take?....Pages 323-341 Back Matter....Pages 343-347 Back Matter....Pages 349-363