From teacher’s naming system of resources to teacher’s resource system: Contrasting a Chinese and a Mexican case

Chongyang Wang (1) , Ulises Salinas-Hernández (2) , Luc Trouche (1)

1 EA S2HEP - Sciences et Société ; Historicité, Éducation et Pratiques
2 Cinvestav, Mexico City, Mexico

With an interest on curriculum resources of mathematics teachers, this study works as part of an emerging research program of analyzing teachers’ resource systems through their naming systems of resources in contrasting contexts. This study presents the preliminary analysis results of two cases from China and Mexico. Using a conceptual framework drawn on Documentational Approach to Didactics (DAD) and Cultural-Historical Activity Theory (CHAT), we explored teachers’ resources within a linguistic and cultural background. Three key resources of each case were selected and analyzed for finding their features and links with the teachers’ resource system. By contrasting the two cases, we find that naming system provides us a lens on teachers’ resource system (both the content and structure), and evidences the influences from linguistic and culture contexts.

Mots clés: Curriculum resources; mathematics teachers; resource system; naming system; international comparison

Domaines: Mathématiques [math]; Education

Chongyang Wang, Ulises Salinas-Hernández, Luc Trouche. From teacher’s naming system of resources to teacher’s resource system: Contrasting a Chinese and a Mexican case. Eleventh Congress of the European Society for Research in Mathematics Education, Utrecht University, Feb 2019, Utrecht, Netherlands. ⟨hal-02423547⟩