Scheming and re-scheming: Secondary mathematics teachers’ use and re-use of resources

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Kayali, Lina and Biza, Irene ORCID: https://orcid.org/0000-0003-1727-3884 (2021) Scheming and re-scheming: Secondary mathematics teachers’ use and re-use of resources. Digital Experiences in Mathematics Education, 7. pp. 427-452. ISSN 2199-3254

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Abstract

In this article, we examine secondary mathematics teachers’ work with resources using the Documentational Approach to Didactics lens. Specifically, we look at the resources and a teacher’s scheme of use (aims, rules of actions, operational invariants, and inferences) of these resources across a set of lessons (macro-level analysis) that aim towards students’ preparation for the examinations and how this use emerges in a set of three lessons on the same topic (micro-level analysis) as a response to contingent moments. We propose the terms scheming—a teacher’s emerging scheme of use related to the same set of resources used for the same aim—and re-scheming, namely, shifts in such scheming. Our analysis of lesson observations and the teacher’s reflections on his actions from a post-observation interview demonstrate the interplay between the stable characteristics of the scheme of use and the scheming and re-scheming in individual lessons. We conclude this article with a discussion on the methodological potential of using both macro- and micro-level analyses in the investigation of teachers’ use of resources.

Item Type: Article
Uncontrolled Keywords: mathtask
Faculty \ School: Faculty of Social Sciences > School of Education and Lifelong Learning
UEA Research Groups: Faculty of Social Sciences > Research Groups > Research in Mathematics Education
Depositing User: LivePure Connector
Date Deposited: 29 Jun 2021 00:11
Last Modified: 11 May 2023 00:05
URI: https://ueaeprints.uea.ac.uk/id/eprint/80346
DOI: 10.1007/s40751-021-00091-x

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