437
Views
0
CrossRef citations to date
0
Altmetric
Research Article

Curriculum materials and educative opportunities: observing teacher positionings from teachers’ guides

ORCID Icon
Pages 128-146 | Received 06 Oct 2021, Accepted 09 Dec 2022, Published online: 03 Feb 2023

References

  • Aguirre, J. M., Turner, E. E., Bartell, T. G., Kalinec-Craig, C., Foote, M. Q., Roth McDuffie, A., & Drake, C. (2013). Making connections in practice: How prospective elementary teachers connect to children’s mathematical thinking and community funds of knowledge in mathematics instruction. Journal of Teacher Education, 64(2), 178–192. https://doi.org/10.1177/0022487112466900
  • Anderson, K. T. (2009). Applying positioning theory to the analysis of classroom interactions: Mediating micro-identities, macro-kinds, and ideologies of knowing. Linguistics and Education, 20(4), 291–310. https://doi.org/10.1016/j.linged.2009.08.001
  • Baker, P. (2006). Using corpora in discourse analysis. Continuum.
  • Ball, D. L., & Cohen, D. K. (1996). Reform by the book: What is—or might be—the role of curriculum materials in teacher learning and instructional reform? Educational Researcher, 25(9), 6–14. https://doi.org/10.2307/1177151
  • Ball D L. and Feiman-Nemser S. (1988). Using textbooks and teachers' guides: A dilemma for beginning teachers and teacher educators. Curriculum Inquiry, 18(4), 401–423. https://doi.org/10.1080/03626784.1988.11076050
  • Ball, D. L., Thames, M. H., & Phelps, G. C. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59(5), 389–407. https://doi.org/10.1177/0022487108324554
  • Castro-Rodríguez, E., Mali, A., & Mesa, V. (2022). University students’ engagement with digital mathematics textbooks: A case of linear algebra. International Journal of Mathematical Education in Science and Technology, 1–23. https://doi.org/10.1080/0020739X.2022.2147104
  • Davies, B., & Harré, R. (1990). Positioning: The discursive production of selves. Journal for the Theory of Social Behaviour, 20(1), 43–63. https://doi.org/10.1111/j.1468-5914.1990.tb00174.x
  • Davis, E., & Krajcik, J. (2005). Designing educative curriculum materials to promote teacher learning. Educational Researcher, 34(3), 3–14. https://doi.org/10.3102/0013189X034003003
  • Davis, E., Palincsar, A. S., Smith, P. S., Arias, A. M., & Kademian, S. M. (2017). Educative curriculum materials: Uptake, impact, and implications for research and design. Educational Researcher, 46(6), 293–304. https://doi.org/10.3102/0013189X17727502
  • Drake, C., Land, T. J., & Tyminski, A. M. (2014). Using educative curriculum materials to support the development of prospective teachers’ knowledge. Educational Researcher, 43(3), 154–162. https://doi.org/10.3102/0013189X14528039
  • Fuentes, S., & Ma, J. (2018). Promoting teacher learning: A framework for evaluating the educative features of mathematics curriculum materials. Journal of Mathematics Teacher Education, 21(4), 351–385. https://doi.org/10.1007/s10857-017-9366-2
  • Hansson, S. (2015). Calculated overcommunication: Strategic uses of prolixity, irrelevance, and repetition in administrative language. Journal of Pragmatics, 84, 172–188. https://doi.org/10.1016/j.pragma.2015.05.014
  • Harré, R. (2010). Positioning as a metagrammar for discursive story lines. In D. Schiffrin, A. D. Fina, & A. Nylund (Eds.), Telling stories: Language, narrative, and social life (pp. 51–56). Georgetown University Press.
  • Harré, R. (2012). Positioning theory: Moral dimensions of social-cultural psychology. In J. Valsiner (Ed.), Oxford handbook of culture and psychology (pp. 191–206). Oxford University Press.
  • Harré, R., & Moghaddam, F. (2015). Positioning theory and social representation. In G. Sammut, E. Andreouli, G. Gaskell, & J. Valsiner (Eds.), The Cambridge handbook of social representations (pp. 224–233). Campridge University Press. https://doi.org/10.1017/cbo9781107323650.019
  • Harré, R., Moghaddam, F. M., Cairnie, T. P., Rothbart, D., & Sabat, S. R. (2009). Recent advances in positioning theory. Theory & Psychology, 19(1), 5–31. https://doi.org/10.1177/0959354308101417
  • Henriksen, T. D. (2007). Liquidating roles and crystallising positions: Investigating the road between role and positioning theory. In F. M. Moghaddam, R. Harré, & N. Lee (Eds.), Global conflict resolution through positioning analysis (pp. 41–64). Springer Science & Business Media. https://doi.org/10.1007/978-0-387-72112-5
  • Herbel-Eisenmann, B. A., Wagner, D., Johnson, K. R., Suh, H., & Figueras, H. (2015). Positioning in mathematics education: Revelations on an imported theory. Educational Studies in Mathematics, 89(2), 185–204. https://doi.org/10.1007/s10649-014-9588-5
  • Hiebert, J., & Morris, A. K. (2012). Teaching, rather than teachers, as a path toward improving classroom instruction. Journal of Teacher Education, 63(2), 92–102. https://doi.org/10.1177/0022487111428328
  • Hogg, L. (2011). Funds of knowledge: An investigation of coherence within the literature. Teaching and Teacher Education, 27(3), 666–677. https://doi.org/10.1016/j.tate.2010.11.005
  • Holland, D., & Lave, J. (Eds.). (2001). History in person: Enduring struggles, contentious practice, intimate identities. School of American Resesarch Press.
  • Holland, D., & Leander, K. (2004). Ethnographic studies of positioning and subjectivity: An introduction. Ethos, 32(2), 127–139. https://doi.org/10.1525/eth.2004.32.2.127
  • Hollway, W. (1984). Gender difference and the production of subjectivity. In J. Henriques, W. Hollway, C. Urwin, C. Venn, & V. Walkerdine (Eds.), Changing the subject: Psychology, social regulation and subjectivity (pp. 227–263). Taylor & Francis.
  • Kanes, C., & Nisbet, S. (1996). Mathematics‐teachers’ knowledge bases: Implications for teacher education. Asia-Pacific Journal of Teacher Education, 24(2), 159–171. https://doi.org/10.1080/1359866960240205
  • Kennedy, M. (2010). Attribution error and the quest for teacher quality. Journal of Teacher Education, 39(8), 591–598. https://doi.org/10.3102/0013189X10390804
  • Ku, N., & Lee, K. (2020). Middle school teachers’ interpretations and use of geometric curriculum materials: Focused on the three aspects analysis. Journal of Educational Research in Mathematics, 30(3), 397–425. https://doi.org/10.29275/jerm.2020.08.30.3.397
  • Li, Z., & Harfitt, G. (2018). Understanding language teachers’ enactment of content through the use of centralized curriculum materials. Asia-Pacific Journal of Teacher Education, 46(5), 461–477. https://doi.org/10.1080/1359866X.2017.1351918
  • Mesa, V., & White, N. J. (2022). Characterizing aspects of reform enacted in Calculus I lessons. International Journal of Mathematical Education in Science and Technology, 53(10), 2754–2773. https://doi.org/10.1080/0020739X.2021.1903109
  • Moghaddam, F. M. (2004). The cycle of rights and duties in intergroup relations: Interobjectivity and perceived justice re-assessed. New Review of Social Psychology, 3, 125–130.
  • Polman, J. L. (2006). Mastery and appropriation as means to understand the interplay of history learning and identity trajectories. Journal of the Learning Sciences, 15(2), 221–259. https://doi.org/10.1207/s15327809jls1502_3
  • Polman, J., & Miller, D. (2010). Changing stories: Trajectories of identification among African American youth in a science outreach apprenticeship. American Educational Research Journal, 47(4), 879–918. https://doi.org/10.3102/0002831210367513
  • Remillard, J. T. (2012). Modes of engagement: Understanding teachers’ transactions with mathematics curriculum resources. In G. Gueudet, B. Pepin, & L. Trouche (Eds.), From text to ‘lived’ resources: Mathematics curriculum materials and teacher development (pp. 105–122). Springer. https://doi.org/10.1007/978-94-007-1966-8_6
  • Remillard, J. T., & Bryans, M. B. (2004). Teachers’ orientations toward mathematics curriculum materials: Implications for teacher learning. Journal for Research in Mathematics Education, 35(5), 352–388. https://doi.org/10.2307/30034820
  • Rindfleisch, A., & Inman, J. (1998). Explaining the familiarity-liking relationship: Mere exposure, information availability, or social desirability? Marketing letters, 9(1), 5–19. https://doi.org/10.1023/A:1007958302123
  • Sherin, M. G., & Drake, C. (2009). Curriculum strategy framework: Investigating patterns in teachers’ use of a reform‐based elementary mathematics curriculum. Journal of Curriculum Studies, 41(4), 467–500. https://doi.org/10.1080/00220270802696115
  • Shuilleabhain, A. N., & Seery, A. (2018). Enacting curriculum reform through lesson study: A case study of mathematics teacher learning. Professional Development in Education, 44(2), 1–15. https://doi.org/10.1080/19415257.2017.1280521
  • Sosniak, L. A., & Stodolsky, S. S. (2007). Teachers and textbooks: Materials use on four fourth-grade classrooms. The Elementary School Journal, 99(3), 249–275. https://doi.org/10.1086/461725
  • Stein, M. K., & Kim, G. (2009). The role of mathematics curriculum materials in large-scale urban reform: An analysis of demands and opportunities for teacher learning. In J. T. Remillard, B. A. Herbel-Eisenmann, & G. M. Lloyd (Eds.), Mathematics teachers at work: Connecting curriculum materials and classroom instruction (pp. 37–55). Routledge.
  • Suh, H. (2017). The meaning of teaching mathematics: Teacher positionings as embedded in Algebra teachers’ guides [ Unpublished doctoral dissertation]. Michigan State University.
  • Suh, H. (2020a). Preparing mathematics teachers to teach English language learners: What we know and what we can do. Educational Forum, 84(3), 200–209. https://doi.org/10.1080/00131725.2020.1728805
  • Suh, H. (2020b). Teachers’ collective construction of students: an investigation of student positionings reinforced in a teacher study group. Cambridge Journal of Education, 50(3), 325–343. https://doi.org/10.1080/0305764X.2019.1702625
  • Suh, H. (2022a). Arts-based research as a valid method for mathematics education research: Fiction writing applied to an activity of designing educative curriculum materials. Mathematical Education, 61(4), 539–557. http://doi.org/10.7468/mathedu.2022.61.4.539
  • Suh, H. (2022b). Educative features from high school teaching guides: Degree of supports for teaching mathematical competencies. School Mathematics, 24, 189–215. https://doi.org/10.29275/sm.2022.06.24.2.189
  • Suh, H., Lee, S. Y., & Han, S. (2019). Educative supports for high school geometry instruction: An examination of, and suggestions for teachers’ guides. School Mathematics, 21(3), 531–559. https://doi.org/10.29275/sm.2019.09.21.3.531
  • Wood, M. (2013). Mathematical micro-identities: Moment-to-moment positioning and learning in a fourth-grade classroom. Journal for Research in Mathematics Education, 44(5), 775–808. https://doi.org/10.5951/jresematheduc.44.5.0775
  • Yackel, E., & Cobb, P. (1996). Sociomathematical norms, argumentation, and autonomy in mathematics. Journal for Research in Mathematics Education, 27(4), 458–477. https://doi.org/10.2307/749877
  • Zajonc, R. B. (1968). Attitudinal effects of mere exposure. Journal of Personality and Social Psychology, 9(2,Pt.2), 1–27. https://doi.org/10.1037/h0025848
  • Zajonc, R. B. (2001). Mere exposure: A gateway to the subliminal. Current Directions in Psychological Science, 10(6), 224–228. https://doi.org/10.1111/1467-8721.00154

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.