Tre matematiklæreres praksisfortolkninger af læremidler

Abstract

The use of teaching resources in mathematics teaching has developed and changed over the last decade. In this article, we examine more specifically how a teacher's driving forces (Siedel and Stylianides, 2018) affect the different didactic transformations and interpretations that take place between teaching resources and teaching in relation to intentions in the teaching resources, the teaching presented by the teacher and the interactions in the classroom (Stein et al., 2007). Three competent teachers from different regions in Denmark have been selected, interviewed, observed and videotaped. The three teachers have been classified based on Siedel and Stylianides '(2018) categorizations of teachers' different driving forces for teaching and subsequent discussions were made in relation to Rezat and Sträßer's (2012) sociodidactic tetrahedron. The results indicate that the driving forces of teachers clearly influence teachers' transformations and interpretations of teaching resources in a very visible way in the sociodidactic tetrahedron. This is important to mention in both teacher education and in-service training programs.