Literaturnachweis - Detailanzeige
Autor/inn/en | Leshota, Moneoang; Adler, Jill |
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Titel | Disaggregating a mathematics teacher's pedagogical design capacity. |
Quelle | Aus: Research on mathematics textbooks and teachers' resources. Cham: Springer (2018) S. 89-117
PDF als Volltext |
Reihe | ICME-13 Monographs |
Beigaben | Illustrationen; Literaturangaben S. 115-116 |
Sprache | englisch |
Dokumenttyp | online; gedruckt; Sammelwerksbeitrag |
ISBN | 978-3-319-73252-7; 978-3-319-73253-4 |
DOI | 10.1007/978-3-319-73253-4_5 |
Schlagwörter | Lehrer; Lehrerbildung; Didaktik; Curriculum; Schulbuch; Mathematikunterricht |
Abstract | The analytical approach for describing teachers' Pedagogical Design Capacity (PDC) adopted in this chapter is part of a larger study investigating mathematics teachers' use of a prescribed textbook. In this chapter, we describe teachers' PDC through (i) the type of use of the curricular resource, that is, whether use is deliberate or tacit; as well as, (ii) the type of a relationship the teacher forges with this resource. We? nd that a deliberate use of the textbook and an intimate relationship with the textbook re? ects a high PDC. We argue that PDC is more than the degree of appropriation of the affordances of curricular resources by the teacher: it is also about the quality of opportunities for mediation of mathematics that the teacher creates. |
Erfasst von | Leibniz-Institut für Bildungsmedien | Georg-Eckert-Institut (GEI), Braunschweig |
Update | 2023/1 |