Studying mathematics teachers interactions with curriculum materials through different lenses: Towards a deeper understanding of the processes at stake

Luc Trouche (1) , Verônica Gitirana (2) , Takeshi Miyakawa , Birgit Pepin (3) , Chongyang Wang (1)

1 EA S2HEP - Sciences et Société ; Historicité, Éducation et Pratiques
2 UFPE - Universidade Federal de Pernambuco [Recife]
3 Technische Universiteit Eindhoven

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.

Mots clés: Cultural-historical activity theory; Documentational approach to didactics; Curriculum material; Curriculum ergonomics; Anthropological theory of the didactic

Domaines: Histoire et perspectives sur les mathématiques [math.HO]; Education

Luc Trouche, Verônica Gitirana, Takeshi Miyakawa, Birgit Pepin, Chongyang Wang. Studying mathematics teachers interactions with curriculum materials through different lenses: Towards a deeper understanding of the processes at stake. International Journal of Educational Research, 2019, 93, pp.53-67. ⟨10.1016/j.ijer.2018.09.002⟩. ⟨hal-01907304⟩