Meeting the challenges of re-designing two mathematics curricula reforms in uncertain times

ABSTRACT

The paper reports on updating and integrating two reformed curricula designed in an era of national crises in Greece. In particular, the curriculum design activity of the Leading Coordinators (LCs) is studied under the lenses of Activity Theory and Positioning Theory. Sixteen transcribed videotaped meetings over a period of ten months are analysed to examine LCs’ positionings enacted within the design activity as well as the interaction of the latter with other activity systems in situ. LCs’ discourse brought to the fore convergent and divergent positionings mainly related to their research identity, occasionally revealing tensions. Research was the dominant activity system that interacted with that of the curriculum design activity, giving rise to contradictions. These were intensified by socio-political implications of the crises and were mainly related to the formation of a shared object for the design activity, its course of development and the activity of other stakeholders.

KEYWORDS:

• Mathematics curriculum
• positionings
• research activity system
• design activity system
• coordinating activity

Disclosure statement

No potential conflict of interest was reported by the author(s).