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Documentation Work, Design Capacity, and Teachers’ Expertise in Designing Instruction

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The ‘Resource’ Approach to Mathematics Education

Part of the book series: Advances in Mathematics Education ((AME))

Abstract

Teachers use resources in order to support their teaching, to support student learning, and to advance their own pedagogical and content knowledge. Using resources is intrinsically linked to particular knowledge and skills. These are conceptualized within different theoretical frames as competencies, aspects of design capacity, teacher expertise, professional knowledge, or utilization schemes within the instrumentation process. We discuss four different conceptualizations of teachers’ work with resources, problems they aim to address, and exemplars of empirical studies in which such conceptualizations are used. We then discuss the affordances, constraints, and blind spots of these frameworks and indicate how they overlap and complement each other.

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Notes

  1. 1.

    Issues related to digital resources are further developed in Chap. 12 by Drijvers, Gitirana, Monaghan, and Okumus.

  2. 2.

    From the two synonymous spellings artifact and artefact, we regularly use artifact. The only exception is if the other spelling is used in direct quote.

  3. 3.

    Translated from the French by the author of this contribution.

  4. 4.

    A closer definition of this term is provided in the following section.

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Authors and Affiliations

  1. Paderborn University, Paderborn, Germany

    Sebastian Rezat

  2. University of Western Brittany, Brest, France

    Carole Le Hénaff

  3. The University of Queensland, Brisbane, Australia

    Jana Visnovska

  4. Western Michigan University, Kalamazoo, MI, USA

    Ok-Kyeong Kim

  5. Normandie University, Unicaen, CIRNEF, Caen, France

    Laurence Leroyer

  6. University of Reims Champagne Ardenne, Grand Est, France

    Hussein Sabra & Suzane El Hage

  7. École Normale Supérieure de Lyon, Lyon, France

    Chongyang Wang

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Correspondence to Sebastian Rezat .

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  1. Institut Français de l’Education, Ecole Normale Supérieure de Lyon, Lyon, France

    Luc Trouche

  2. CREAD, ESPE Bretagne, Université de Bretagne Occidentale, RENNES, France

    Ghislaine Gueudet

  3. Eindhoven School of Education- ESoE, Eindhoven University of Technology- TU/e, Eindhoven, The Netherlands

    Birgit Pepin

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Rezat, S. et al. (2019). Documentation Work, Design Capacity, and Teachers’ Expertise in Designing Instruction. In: Trouche, L., Gueudet, G., Pepin, B. (eds) The ‘Resource’ Approach to Mathematics Education. Advances in Mathematics Education. Springer, Cham. https://doi.org/10.1007/978-3-030-20393-1_11

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