Re-sourcing teachers’ work and interactions: a collective perspective on resources, their use and transformation

Pepin, Birgit; Gueudet, Ghislaine; Trouche, Luc

doi:10.1007/s11858-013-0534-2

Cited by 125 publications

(92 citation statements)

References 76 publications

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“…In contrast, in a recent ZDM issue (volume 45, issue 7), Pepin et al (2013) argue that different processes are at stake in teachers' work with curriculum resources such as tasks. They explain that teachers' interaction with tasks might involve one or a more of the following:…”

Section: Task 'Design' In Mathematics Educationmentioning

confidence: 90%

“…Gueudet and Trouche 2009;Pepin et al 2013;Remillard 2005). What is clear from these theoretical frames is that such interaction is a participatory two-way process in which teachers are influenced by the resources and the design of resources is influenced by the teachers.…”

Section: Writementioning

confidence: 99%

“…The processes also imply that a teacher's pedagogical design capacity is going to be influenced by the particular curriculum tasks/resources (and their educative features). Pepin et al (2013) note that there have been a number of proposals to define 'design research' in mathematics education (e.g. Wittmann 1995Wittmann , 2001) and point to the work of the Freudenthal Institute in the Netherlands (e.g.…”

Section: Task 'Design' In Mathematics Educationmentioning

confidence: 99%

“…They conclude that this way of working supports the development of shared objectives, and their study supports 'the value and viability of … in situ professional development'. Interestingly, DBR is seen as one of the main ways to support, and research, mathematics teachers' interaction with resources (see Pepin et al 2013). …”

Section: Recent Research On Tasks Design and Partnership In Mathemamentioning

confidence: 99%

“…Indeed, the ways teachers work with tasks (amongst other resources) have been investigated and theorised in different ways. For example, echoing selected aspects of Remillard's (2005) work, Pepin et al (2013) see teachers' work with resources such as tasks as a firmly interactive process between the teacher and the resource/s. Pepin et al (p. 1) …”

Section: Introductionmentioning

confidence: 99%

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Research on mathematics teachers as partners in task design

Jones

Pepin

2016

J Math Teacher Educ

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Mathematical tasks and tools, including tasks in the form of digital tools, are key resources in mathematics teaching and in mathematics teacher education. Even so, the 'design' of mathematical tasks is perceived in different ways: sometimes seen as something distinct from the teaching and learning process, and sometimes as integral to it. Whilst task design has often been carried out by designers or mathematicians (perhaps as textbook authors), the focus for this review article is research that has involved mathematics teachers as partners in the design of tasks. The article provides a state-of-the-art review of relevant literature and is presented under three headings that consider, in turn, the role of mathematical 'tasks'; the nature of 'task design'; and the notion of 'partnerships for task design' in mathematics education. Subsequently, we present current research that is providing new insights into tasks, task design, and task design partnership. Based on this, we argue that 'task design' needs to pay particular attention to what to design, which tools are necessary or beneficial, and under what conditions; digital tools and task resources offer particular affordances that traditional resources cannot provide; and not only do teachers benefit from being partners in task design (in terms of their professional learning) but without their involvement some aspects of task design would most likely be neglected.

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Section: Task 'Design' In Mathematics Educationmentioning

confidence: 90%

Section: Writementioning

confidence: 99%

Section: Task 'Design' In Mathematics Educationmentioning

confidence: 99%

Section: Recent Research On Tasks Design and Partnership In Mathemamentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Research on mathematics teachers as partners in task design

Jones

Pepin

2016

J Math Teacher Educ

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Pursuing systemic improvement through heterarchical school systems: A case of educational resources

Gripton,

Noyes

2024

British Educational Res J

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England's schooling landscape is being remodelled and the move from hierarchical to heterarchical modes of governance has implications for systemic change strategies. Balancing local and networked autonomy with centralising policies complexifies choices for schools, creating tensions that this article explores through the context of curriculum resourcing policies. In particular, we consider the contemporary case of mathematics textbook schemes in England's heterarchical school system, comparing them with an earlier resource‐driven systemic change programme—the National Numeracy Strategy—which was implemented in a more hierarchical governance system. Drawing on key ideas from implementation science and data from a Wellcome‐funded study of primary teacher professional learning in mathematics in England, we exemplify the challenges of implementing centralised improvement policies in a nominally schools‐led, self‐improving, heterarchical education system. Each of the 19 participating schools had evolved a bespoke curriculum, and these hybridised ‘mashups’ of different resources were enacted with varying degrees of fidelity by teachers. We discuss the implications of this comparative case for systemic improvement, both in the use of educational resources and for policy implementation more generally.

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The role of task classification and design in curriculum making for preservice teachers of mathematics

Dempsey

O’Shea

2019

The Curriculum Journal

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This paper reports on a research project undertaken with a group (n = 19) of Irish preservice student teachers (PSTs) during the third year of a five-year undergraduate education course. A series of workshops were carried out on the classification and design of mathematics tasks. The research is presented as a case study using mixed methods to gather data at three points, before the workshops, after the workshops, and two years later, when PSTs were in their final year. We argue that task classification and design are curriculum-making activities for mathematics teachers. Through critically classifying and designing mathematics tasks, PSTs developed skills of evaluating the cognitive demand of tasks and showed evidence of using these skills in curriculum making. Through using frameworks to classify tasks, the PSTs demonstrated a capacity to take a more critical role in curriculum making. Our data show that the development of skills in these areas has lasting effects on PSTs' practices and willingness to engage meaningfully with the curriculum in mathematics. The research highlights the need for PSTs to work on evaluating and designing tasks. How frameworks can support and enhance PSTs' capacity to make curricular decisions is evidenced.

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Re-sourcing teachers’ work and interactions: a collective perspective on resources, their use and transformation

Cited by 125 publications

References 76 publications

Research on mathematics teachers as partners in task design

Research on mathematics teachers as partners in task design

Pursuing systemic improvement through heterarchical school systems: A case of educational resources

The role of task classification and design in curriculum making for preservice teachers of mathematics

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