# Teaching maths through theme-based resources: Pedagogic style, `theme' and `maths' in lessons

## Abstract

The design and use of curriculum resources which relate mathematics to our social and cultural reality has been valued as encouraging meaningful learning of the subject. But, how teachers apply such resources in their pedagogic practice remains a question worth investigating. This paper explores two maths teachers' ways of employing theme-based resources in their lessons. Based on the theme of art (i.e. Roman Mosaics and decorative patterns that can exemplify aspects of symmetry), a set of activities was devised and offered to teachers for use. Teachers' ways of implementing these resources were charted through a long-term ethnographic study. Classroom observation, transcripts of classroom talk and interviewing were the main tools used to seek teachers' views and to characterise teaching. Analysis of data provides a detailed look at how teachers of diverse pedagogic orientations use thematic contexts in their teaching of mathematics. Specifically, the extent to which teachers' pedagogic styles influence their ways of placing `theme' and `maths' in lessons is being explored and discussed.

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