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.
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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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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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