Curriculum Support for Teachers’ Negotiation of Meaning: A Collective Perspective

Van Steenbrugge, Hendrik; Larsson, Maria; Insulander, Eva; Ryve, Andreas

doi:10.1007/978-3-319-73253-4_8

Curriculum Support for Teachers’ Negotiation of Meaning: A Collective Perspective

Hendrik Van Steenbrugge⁷,
Maria Larsson⁷,
Eva Insulander⁸ &
Andreas Ryve⁷

Chapter
First Online: 14 February 2018

1322 Accesses
2 Citations

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

Abstract

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.

Keywords

Mathematics curriculum resources
Teacher support
Collective learning

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Notes

1.
Collectively, the team has experience with multimodal analysis, analysis of mathematics curriculum resources, the Swedish educational context, teaching mathematics education in teacher education programs, and teaching mathematics in elementary and secondary school.
2.
Our observations relate to the beginning of a one-year lasting professional development program.
3.
Translated from Swedish “enskilt-par-alla”, usually referred to as “e-p-a” by the teachers.
4.
The original Swedish conversation is translated into English by the second author whose mother tongue is Swedish.

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Authors and Affiliations

School of Education, Culture and Communication, Mälardalen University, Västerås, Sweden
Hendrik Van Steenbrugge, Maria Larsson & Andreas Ryve
Department of Education, Stockholm University, Stockholm, Sweden
Eva Insulander

Authors

Hendrik Van Steenbrugge
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Maria Larsson
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Eva Insulander
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Andreas Ryve
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Correspondence to Hendrik Van Steenbrugge .

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Editors and Affiliations

Southampton Education School, University of Southampton, Southampton, United Kingdom
Prof. Lianghuo Fan
Institut Français de l’Education, École Normale Supérieure de Lyon, Lyon, France
Prof. Luc Trouche
Faculty of Education, Beijing Normal University, Beijing, China
Dr. Chunxia Qi
EIM—Institut für Mathematik, Universität Paderborn, Paderborn, Germany
Prof. Dr. Sebastian Rezat
School of Education, The University of Queensland, Brisbane, Queensland, Australia
Dr. Jana Visnovska

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Van Steenbrugge, H., Larsson, M., Insulander, E., Ryve, A. (2018). Curriculum Support for Teachers’ Negotiation of Meaning: A Collective Perspective. 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_8

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DOI: https://doi.org/10.1007/978-3-319-73253-4_8
Published: 14 February 2018
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