From Text to 'Lived' Resources: Mathematics Curriculum Materials and Teacher Development [Hardcover]

What kinds of curriculum materials do mathematics teachers select and use, and how? This question is complex, in a period of deep evolutions of teaching resources, with the proficiency of online resources in particular. How do teachers learn from these materials, and in which ways do they tailor them for their use and pupil learning? Teachers collect resources, select, transform, share, implement, and revise them. Drawing from the French term ? ing?nierie documentaire ?,we call these processes ? documentation ?. The literal English translation is ? to work with documents ?, but the meaning it carries is richer. Documentation refers to the complex and interactive ways that teachers work with resources; in-class and out-of-class, individually, but also collectively.

Foreword: R. Str??er, Professor of Mathematics Education, Giessen, Germany.- Introduction: G. Gueudet, B. Pepin & L. Trouche.- Section 1: Teacher resources.- Chap. 1 (J. Adler): Knowledge resources in and for school mathematics teaching.- Chap. 2 (G. Gueudet & L. Trouche): Teachers work with resources: documentational geneses and professional geneses.- Chap. 3 (G. Sensevy): Patterns of didactic intentions, thought collective and documentation work.- Chap. 4 (M. A. Mariotti & M. Maracci): Resources for the teacher from a semiotic mediation perspective.- Reaction to section 1: B. Barton, President of ICMI, University of Auckland, New Zealand.- Section 2: Text and Curriculum resources.- Chap. 5 (K. Ruthven): Constituting Digital Tools and Materials as Classroom Resources.- Chap. 6 (J. Remillard): Modes of Engagement: Understanding Teachers Transactions with Mathematics Curriculum Resources.- Chap. 7 (B. Pepin): Task analysis as Catalytic Tool for feedback and teacher learning: Working with teachers on mathematics curriculum materials.- Chap. 8 (W. Schmidt): The Cumulative Effects of Middle School l3-