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 |
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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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