From Text to ”Living” Resources: Mathematics Teachers” Work and Interaction with Resources
In this article Ⅰ argue that, as the nature of ”resources” changes, so does mathematics teachers” work and interaction with these ”resources”.After emphasizing the importance of mathematics curriculum resources and their changing nature, from a research base point of view, Ⅰ outline teachers” work and interaction with such resources;the main argument being that there is a teacher — resource inter-relationship.Theoretical frames ”modeling” such interactions are explained, before outlining the main findings and insights from selected studies.In summary, Ⅰ develop the argument for a ”resourceful” approach, that is why and how Ⅰ consider that ”resourcing” teachers” work and working with mathematics teachers with/on mathematics resources, in particular digital resources, is not only an authentic and sensible way of working with teachers, but also a meaningful (for teachers) way of professional development.More importantly, it contributes to the enhancement of their knowledge in/for mathematics teaching and their development of mathematics-didactical design capacities.
Birgit Pepin
Technische Universit(a)t, Eindhoven, Netherlands
国内会议
上海
英文
35-60
2015-11-06（万方平台首次上网日期，不代表论文的发表时间）