Disaggregating a mathematics teacher's pedagogical design capacity.

Autor/inn/en	Leshota, Moneoang; Adler, Jill
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 Link als defekt meldenVerfügbarkeit
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	Curriculum; Lehrer; Lehrerbildung; Mathematikunterricht; Schulbuch; Didaktik; 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