The use of textbooks and other learning resources in mathematics teaching has changed in the last decade. It is essential to investigate how this change is happening and what it means to students’ learning in order to improve teaching. In this paper we investigate more specifically how mathematics teachers make predispositions and interactions with their textbooks and other resources, and how these orchestrations and interactions influence their teaching. Three competent teachers were selected, interviewed, observed and videotaped in seven, nine and ten double lessons, respectively. The empirical data were analysed using Siedel and Stylianides’ (2018) classification of teachers’ different predispositions and driving forces, and by Rezat and Sträßer’s (2012) socio-didactical tetrahedron. The findings indicate that teachers’ predispositions and driving forces influence teaching in a very visible way in the socio-didactical tetrahedron, and this is an essential aspect to articulate in teacher-education programmes as well as in professional-development programmes.
|Number of pages||19|
|Publication status||Published - 9 Jul 2020|