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Examining Teachers’ Interactions with Curriculum Resource to Uncover Pedagogical Design Capacity

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Research on Mathematics Textbooks and Teachers’ Resources

Part of the book series: ICME-13 Monographs ((ICME13Mo))

Abstract

This chapter considers how teachers interact with curriculum resources to design and enact mathematics instruction and the capacities involved in doing this work. It begins with a discussion of conceptual and empirical issues related to curriculum, resources as a genre of tools, and pedagogical design capacity (PDC). These concepts are then illustrated, using one elementary teacher’s interactions with an unfamiliar curriculum resource. Analysis of the teacher’s reading of the guide, an enacted lesson, and pre- and post-observation interviews, identified robust and underdeveloped aspects of the teacher’s PDC. Analysis of the teacher’s guide indicates a lack of transparency about key mathematical and pedagogical concepts, which shed light on these findings.

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Notes

  1. 1.

    ICUBiT stands for Improving Curriculum Use for Better Teaching. It is a project funded by the National Science Foundation in the U.S., directed by Janine Remillard and Ok-Kyeong Kim.

  2. 2.

    Pseudonyms.

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Acknowledgements

This paper is based on work supported by the National Science Foundation under grants No. 0918141 and 0918126. Any opinions, findings, conclusions, or recommendations expressed in this paper are those of the authors and do not necessarily reflect the views of the National Science Foundation. Research team members who have contributed to the analysis include: Ok-Kyeong Kim, Napthalin Atanga, Luke Reinke, Dustin Smith, Joshua Taton, and Hendrik Van Steenbrugge.

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Authors and Affiliations

  1. University of Pennsylvania, Philadelphia, USA

    Janine T. Remillard

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  1. Janine T. Remillard
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Correspondence to Janine T. Remillard .

Editor information

Editors and Affiliations

  1. Southampton Education School, University of Southampton, Southampton, United Kingdom

    Lianghuo Fan

  2. Institut Français de l’Education, École Normale Supérieure de Lyon, Lyon, France

    Luc Trouche

  3. Faculty of Education, Beijing Normal University, Beijing, China

    Chunxia Qi

  4. EIM—Institut für Mathematik, Universität Paderborn, Paderborn, Germany

    Sebastian Rezat

  5. School of Education, The University of Queensland, Brisbane, Queensland, Australia

    Jana Visnovska

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Remillard, J.T. (2018). Examining Teachers’ Interactions with Curriculum Resource to Uncover Pedagogical Design Capacity. In: Fan, L., Trouche, L., Qi, C., Rezat, S., Visnovska, J. (eds) Research on Mathematics Textbooks and Teachers’ Resources. ICME-13 Monographs. Springer, Cham. https://doi.org/10.1007/978-3-319-73253-4_4

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  • DOI: https://doi.org/10.1007/978-3-319-73253-4_4

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-73252-7

  • Online ISBN: 978-3-319-73253-4

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