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Curriculum support for teachers' negotiation of meaning: a collective perspective
Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.ORCID-id: 0000-0002-6518-1418
Stockholm University, Sweden.
Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.ORCID-id: 0000-0002-3329-0177
2018 (engelsk)Inngår i: Research on Mathematics Textbooks and Teachers’ Resources: Advances and issues. / [ed] Fan L., Trouche L., Qi C., Rezat S., Visnovska J., Springer Publishing Company, 2018, s. 167-191Kapittel i bok, del av antologi (Fagfellevurdert)
Abstract [en]

Acknowledging the central role of teachers in curriculum implementation, a growing body of research has analyzed how curriculum resources can support teachers to learn using these resources well. This has been done mainly with a focus on individual teachers’ learning. Teachers’ daily work encompasses many collaborative aspects around curriculum resources as well, an area too often overlooked. We address this issue by describing and discussing our initial steps in developing an approach to analyze curriculum resources from this collective perspective. The approach combines a social semiotic framework to analyze the meaning potential of curriculum resources and the communities of practice framework to analyze a group of teachers’ negotiation of meaning around these resources.

sted, utgiver, år, opplag, sider
Springer Publishing Company, 2018. s. 167-191
Serie
ICME-13 Monographs
Emneord [en]
Mathematics curriculum resources; Teacher support; Collective learning
HSV kategori
Identifikatorer
URN: urn:nbn:se:mdh:diva-40126DOI: 10.1007/978-3-319-73253-4_8ISI: 000548857900009ISBN: 978-3-319-73252-7 (tryckt)OAI: oai:DiVA.org:mdh-40126DiVA, id: diva2:1229117
Tilgjengelig fra: 2018-06-29 Laget: 2018-06-29 Sist oppdatert: 2020-10-08bibliografisk kontrollert

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