Processes of Recontextualizing a Curriculum Reform into Mathematics Teacher Education
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Resumo
Even though teacher educators are often recognized as key actors in implementing curriculum reforms, little is known about their joint meaning-making about these reforms. In this article, Bernstein's description of the general recontextualizing processes is used to identify the local processes which contributed to teacher educators' meaning-making, when a new school curriculum reform was introduced in Norway. The reform was about integrating computational thinking, including programming, into mathematics teaching. Audio recordings and documentation from groups of teacher educators' first discussions about the reform in a professional seminar were analyzed, using Fairclough's Critical Discourse Analysis. In developing their meaning-making, the teacher educators adapted their previous knowledge through two local recontextualizing processes, which were labeled simplifying and solidifying. Through joint negotiation, simplifying reduced the complexity of computational thinking, while solidifying simultaneously built up certainty about how to integrate the reform into the teacher educators' existing practices. The formation and implementation of these local processes were affected by the short time between the introduction of the curriculum and its inclusion into mathematics teacher education courses, as well as the specific contextual features of the seminar.
Dados da obra
- Tipo
- Artigo
- Periódico
- Journal of Mathematics Teacher Education, v. 28, n. 6, p. 1441-1465
- Editora
- Springer Science+Business Media
- Ano
- 2025 (2025-02-27)
- Idioma
- en
- Palavras-chave
- Mathematics Teachers; Mathematics Curriculum; Curriculum Development; Teacher Education; National Curriculum; Foreign Countries; Computation; Thinking Skills; Mathematics Skills; Programming; Teacher Attitudes; Discourse Analysis; curriculum reform; mathematics teacher education; teacher educators; meaning-making; computational thinking; programming in mathematics teaching; Bernstein; Fairclough; critical discourse analysis; professional development seminars; Norwegian curriculum reform
- Temas
- Currículo, Formação de Professores de Matemática, Inclusão, Pensamento Computacional
- DOI
- 10.1007/s10857-025-09686-2
- ISSN
- 1386-4416, 1573-1820
- Licença
- cc-by
- Acesso
- Acesso aberto
- Fontes
- ERIC — Education Resources Information Center; OpenAlex
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
MORENO, Diana Paola Piedra; MEANEY, Tamsin; HERHEIM, Rune. Processes of Recontextualizing a Curriculum Reform into Mathematics Teacher Education. Journal of Mathematics Teacher Education, v. 28, n. 6, p. 1441-1465, 2025. DOI: https://doi.org/10.1007/s10857-025-09686-2.
APA
Moreno, D. P. P., Meaney, T., & Herheim, R. (2025). Processes of Recontextualizing a Curriculum Reform into Mathematics Teacher Education. Journal of Mathematics Teacher Education, 28(6), 1441-1465. https://doi.org/10.1007/s10857-025-09686-2
BibTeX
@article{moreno2025,
author = {Moreno, Diana Paola Piedra and Meaney, Tamsin and Herheim, Rune},
title = {Processes of Recontextualizing a Curriculum Reform into Mathematics Teacher Education},
year = {2025},
journal = {Journal of Mathematics Teacher Education},
volume = {28},
number = {6},
pages = {1441-1465},
publisher = {Springer Science+Business Media},
doi = {10.1007/s10857-025-09686-2},
language = {en}
}RIS
TY - JOUR AU - Moreno, Diana Paola Piedra AU - Meaney, Tamsin AU - Herheim, Rune TI - Processes of Recontextualizing a Curriculum Reform into Mathematics Teacher Education PY - 2025 JO - Journal of Mathematics Teacher Education VL - 28 IS - 6 SP - 1441 EP - 1465 DO - 10.1007/s10857-025-09686-2 LA - en ER -
Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS
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