Teachers’ use of resources in and for mathematics teaching
Ingvild Lambert Grave and Birgit Pepin
Over the past decades the amount of available resources for mathematics teaching has vastly increased, in particular the availability of resources on the web. However, we know very little about how teachers select and use the available resources. In this paper we investigate how four primary school teachers used curriculum resources in and for their mathematics teaching. Grounded in a case study approach, we have analysed lessons, teacher interviews, and documents they used for their lesson preparation and instruction. Subsequently, we identified five ”usage categories”: (1) resources to manage the teaching objectives; (2) resources to ”inspire” teaching; (3) resources for student work; (4) resources to adapt the teaching to indivi-dual students’ needs (differentiation); and (5) resources to organize the teaching. In this article we explain and discuss these five categories, and argue that the ”lens of resources” offers an opportune window into teachers’ work, in particular their work as mathematics teachers.
Ingvild Lambert Grave
Ingvild Lambert Grave is a primary school teacher in mathematics. She works at Grav primary school, Bærum, Norway. In addition to her work as a teacher she has a position as a mathematics supervisor in Bærum kommune, where she supervises mathematics teachers and organizes mathematics projects and workshops between schools. Ingvild completed her master degree in mathematics didactics at the university college in Sør-Trøndelag (HiST), Norway, in 2013.
Birgit Pepin is professor of Mathematics/STEM education at the Technische Universiteit Eindhoven, Netherlands. Previously, she has worked as a professor of mathematics education at Sør-Trøndelag University College (HiST), Norway. Her research interests and expertise include the education (and professional development) of mathematics/STEM teachers, international and comparative studies in mathematics/STEM education and mathematics/STEM teaching and learning in higher education. In particular, she has investigated mathematics/STEM teacher interaction with ”resources”, including textbooks and other curriculum materials.