The Pedagogical Design Capacity of a Lower Secondary Mathematics Teacher and Her Interaction with Curriculum Resources

Autor/in	Matic, Ljerka Jukic
Titel	The Pedagogical Design Capacity of a Lower Secondary Mathematics Teacher and Her Interaction with Curriculum Resources
Quelle	In: REDIMAT - Journal of Research in Mathematics Education, 8 (2019) 1, S.53-75 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2014-3621
Schlagwörter	Mathematics Instruction; Secondary School Mathematics; Mathematics Teachers; Teaching Methods; Textbooks; Educational Resources; Interaction; Grade 5; Grade 6; Grade 7; Grade 8; Foreign Countries; Textbook Content; Creative Teaching; Planning; Course Content; Croatia + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Textbook; Text book; Schulbuch; Lehrbuch; Bildungsmittel; Interaktion; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Ausland; Lehrbuchtext; Creative thinking; Teaching; Kreatives Denken; Unterricht; Ablaufplanung; Planungsprozess; Kursprogramm; Kroatien
Abstract	Various curriculum resources have emerged over the last decades, but the textbook still remains the most used teaching and learning resource in mathematics classrooms. In this paper, we use a case study to analyse the teaching practice of one mathematics teacher. The aim of the study is to examine how the mathematics teacher interacts with the textbook and teacher guide, especially focusing on when the teacher offloads resources from the textbook, adapts resources, or improvises in the classroom. The study was conducted using lesson observations and semistructured interviews. The results showed that the teacher does not favour a particular type of resource mobilization. Her interaction with the given resources can be characterized as a dynamic interplay, where the type of resource mobilization changes from lesson to lesson as well as within lessons. Moreover, the teacher's mobilization of the textbook and the teacher guide depends on the teacher's goals and her assessment of what provides the most pedagogically beneficial instruction for the students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01