Meeting the Challenges of Re-Designing Two Mathematics Curricula Reforms in Uncertain Times

Autor/inn/en	Sakonidis, Charalampos; Potari, Despina; Zachariades, Theodossios
Titel	Meeting the Challenges of Re-Designing Two Mathematics Curricula Reforms in Uncertain Times
Quelle	In: Research in Mathematics Education, 24 (2022) 2, S.150-169 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sakonidis, Charalampos)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1479-4802
DOI	10.1080/14794802.2022.2086609
Schlagwörter	Foreign Countries; Mathematics Instruction; Educational Change; Curriculum Development; National Curriculum; Educational Theories; Social Influences; Political Influences; Crisis Management; Video Technology; Administrator Attitudes; Mathematics Curriculum; Secondary School Students; Instructional Design; Educational Cooperation; Elementary Secondary Education; Active Learning; Teaching Methods; Discourse Analysis; Self Concept; Meetings; Greece + Suchen Sie Ihr Suchwort? Ausland; Mathematics lessons; Mathematikunterricht; Bildungsreform; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Educational theory; Theory of education; Bildungstheorie; Sozialer Einfluss; Political influence; Politischer Einfluss; Krisenmanagement; Sekundarschüler; Lesson concept; Lessonplan; Unterrichtsentwurf; Education; cooperation; Kooperation; Aktives Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Diskursanalyse; Selbstkonzept; Meeting; Tagung; Griechenland
Abstract	The paper reports on updating and integrating two reformed curricula designed in an era of national crises in Greece. In particular, the curriculum design activity of the Leading Coordinators (LCs) is studied under the lenses of Activity Theory and Positioning Theory. Sixteen transcribed videotaped meetings over a period of ten months are analysed to examine LCs' positionings enacted within the design activity as well as the interaction of the latter with other activity systems in situ. LCs' discourse brought to the fore convergent and divergent positionings mainly related to their research identity, occasionally revealing tensions. Research was the dominant activity system that interacted with that of the curriculum design activity, giving rise to contradictions. These were intensified by socio-political implications of the crises and were mainly related to the formation of a shared object for the design activity, its course of development and the activity of other stakeholders. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01