Examining resources and re-sourcing as insights into teaching

Design-based research as a methodology and theoretical stance on the work of teaching places central emphasis on the cycle of design, enactment, analysis, and re-design. Teaching is seen as a generative and responsive activity that goes through cycles of design, analysis, and refinement and from whi...

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Bibliographic Details
Published inZDM Vol. 45; no. 7; pp. 925 - 927
Main Author Remillard, Janine T.
Format Journal Article
LanguageEnglish
Published Berlin/Heidelberg Springer Berlin Heidelberg 01.12.2013
Springer Nature B.V
Subjects
Classroom Communication
Collaboration
Commentary Paper
Communities of practice
Community Relations
Curricula
Design analysis
Education
Instructional design
Learning
Mathematics
Mathematics Education
Resource Materials
Teacher Collaboration
Teachers
Teaching
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Summary:Design-based research as a methodology and theoretical stance on the work of teaching places central emphasis on the cycle of design, enactment, analysis, and re-design. Teaching is seen as a generative and responsive activity that goes through cycles of design, analysis, and refinement and from which theory is produced and refined (Design-Based Research Collective 2003). A number of papers in this collection illustrate different formats for teacher collaboration around resource design and analysis as well as possible forms of individual and collective growth that can result from such arrangements. A number of papers in this collection employ this conception and demonstrate ways that characteristics of resources, some physical, many digital, fundamentally shape the design process. [...]the design process results in change in both the teacher (learning) and the tools (new documents as described by Gueudet and Trouche 2009).
ISSN:1863-9690
1863-9704
DOI:10.1007/s11858-013-0549-8