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Disaggregating a Mathematics Teacher’s Pedagogical Design Capacity

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

Abstract

The analytical approach for describing teachers’ Pedagogical Design Capacity (PDC) adopted in this chapter is part of a larger study investigating mathematics teachers’ use of a prescribed textbook. In this chapter, we describe teachers’ PDC through (i) the type of use of the curricular resource, that is, whether use is deliberate or tacit; as well as, (ii) the type of a relationship the teacher forges with this resource. We find that a deliberate use of the textbook and an intimate relationship with the textbook reflects a high PDC. We argue that PDC is more than the degree of appropriation of the affordances of curricular resources by the teacher: it is also about the quality of opportunities for mediation of mathematics that the teacher creates.

Keywords

  • Mathematics teachers’ resources
  • Pedagogical design capacity
  • Omissions
  • Injections
  • Teacher-textbook relationship

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Notes

  1. 1.

    The Wits Maths Connect Secondary Project (WMCS) is a research and development programme funded by the FirstRand Foundation (FRF), and the Department of Science and Technology offering a school-based professional development and research programme for mathematics teachers.

  2. 2.

    We adhere to terminology of Taylor and Vinjevold (1999) who distinguish between textbooks and workbooks by defining textbooks as providing a systematic learning programme while workbooks providing supplemental and revision materials in support of the textbooks.

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Correspondence to Moneoang Leshota .

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Leshota, M., Adler, J. (2018). Disaggregating a Mathematics Teacher’s 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_5

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  • DOI: https://doi.org/10.1007/978-3-319-73253-4_5

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