Agency, affordance and the relationship teacher-curriculum materials in Mathematics Education

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Published: May 14, 2020
DOI: https://doi.org/10.14393/ER-v27n3a2020-12
Keywords:
Relationship teacher-curriculum materals, Affordance, Agency, Mathematics Education

Main Article Content

Gilberto Januario
Universidade Federal de Ouro Preto, Brasil
https://orcid.org/0000-0003-0024-2096

Abstract

The relationship between Math teachers and the curriculum materials is implied by different resources and the results of the agency rate and the perception of affordances. In this article, we build an approach of those two concepts as a conceptual analysis mark about how teachers and curriculum materials interact, having as reference, results of studies we made in the Mathematics Education field.  The discussion here shows different concepts and notions embodied with the interaction between teachers and curriculum materials, such as curriculum fidelity; curriculum subversion; institutional context; joint planning; teachers as curriculum producers and the curriculum descolonization. This notions, demand investigation proposals to comprehend the ways of how they influence the interaction and potentialize the curriculum development in Mathematics.

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How to Cite
Januario, G. . (2020). Agency, affordance and the relationship teacher-curriculum materials in Mathematics Education. Ensino Em Re-Vista, 27(3), 1055–1076. https://doi.org/10.14393/ER-v27n3a2020-12
Issue
2020: v. 27, n. 3 (set./dez. 2020)
Section
Dossier: Curriculum in Mathematics Education II

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