Curriculum ergonomics: Conceptualizing the interactions between curriculum design and use

The role of instructional materials in the relationship between the official curriculum and the enacted curriculum

“…Our results provide a deeper understanding of how the participatory relationship unfolds between teachers and instructional materials (i.e., teachers and tools) (Choppin et al, 2018;Remillard & Bryans, 2004;Roth McDuffie et al, 2018a, 2018b. While a considerable body of literature has documented how the characteristics of teachers influence how they draw from instructional materials (e.g., Lloyd, 1999), little research that has explored how the dominant features of instructional materials influence the forms of rigor in mathematics classrooms.…”

Teacher–Textbook Relationships in Mathematics in Contexts of Limited Resources

“…Furthermore, the teachers' affinity towards a quasi-deductive, didactic approach shown in the lessons was not a surprise as Ensor et al (2002) noted the prevalence of the deductive pedagogy in their study. However, teachers' ignoring of the quasi-inductive approach shows a misalignment of goals (Choppin et al, 2018) between the teachers and the textbook, thus raising questions about opportunities for mediation that teachers open up for learners with respect to the properties of Functions. This misalignment could be a reflection of the teachers' inability to perceive the affordances of the textbook, but it could also be the inability of the textbook to respond to the teachers' needs.…”

“…Effective mobilisation of textbook affordances by the teacher presupposes alignment of the affordances with various teacher features, specifically, their beliefs, knowledge, orientation and goals (Brown, 2009;Pepin et al, 2017;Remillard, 2005). And so, (mis)alignment of teachers' and textbooks' goals (Choppin et al, 2018) is critical to how teachers transform the textbook.…”

Materials‐in‐Action: Pedagogical Ergonomics of a French‐as‐a‐Foreign‐Language Classroom

“…Consequentially, the present study fleshes out and redefines this construct for pedagogy research. Based on the impacts of related, narrower frameworks (e.g., cognitive ergonomics) in mathematics education (Choppin et al, 2018), the present study's revised definition of intra-action and the pedagogical ergonomics framework in general may contribute not only to applied linguistics but to broader education research.…”

“…Though coined by Okulova (2020), ‘pedagogical ergonomics’ has not been fleshed out theoretically or analytically. However, cognitive ergonomics—a related framework—has been deployed to research (a) types of mathematics textbooks that reduce math teachers’ cognitive load to improve teaching (e.g., supporting their thinking and actions), and (b) how materials design and use intersect in mathematics pedagogy (Choppin et al., 2018). Pedagogical ergonomics integrates the three branches of traditional ergonomics—cognitive, social, and physical—to eschew artificial boundaries between human thought, social activity, and the material world (following Wilson, 2000).…”