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In this paper, we draw on our recent research to inspect again some of the theoretical perspectives we have been using to analyze data and to characterize teaching-learning in university settings. We focus particularly, within a sociocultural perspective on Activity Theory and the construct the "Teaching Triad," seeking to embed the Triad within an Activity Theory perspective. To achieve this, we relate the Teaching Triad with aspects of the sociocultural setting both in and beyond direct interactions in face-to-face teaching. While this is mainly a theoretical paper, an example is taken from observations of teaching in university lectures in a Greek university to show how these theoretical perspectives have provided insights to the institutional and cultural complexities involved and in what ways the Triad construct has evolved. [ABSTRACT FROM AUTHOR]

The reported study is situated within the process of developing a reform-oriented national mathematics curriculum for compulsory education in Greece by a design team that involved teachers, academic researchers, and policy-makers. From an activity theory perspective, we identify the activity systems of mathematics teaching, research in mathematics education, and educational policy interacting in the design process. We focus on the contradictions between the three activity systems and how these were dealt with. We based our analysis on email exchanges during the curriculum design, field notes from whole-team sessions, and interviews with key persons. Our results highlight that the emerging contradictions primarily concerned the teaching and research activity systems. Members of the team who acted as brokers between the different activity systems and facilitated their interaction played an important role in overcoming the contradictions. [ABSTRACT FROM AUTHOR]

The article examines ways to implement innovative teaching approaches at scale. It mentions that research and experience reveal that innovative teaching approaches promoted by mathematics education researchers differ significantly from the day-to-day practices of teachers in many countries; and suggests that investigations of scaling up should be broad in scope and attend not only to the practices of teachers and researchers.

This paper is methodologically based, addressing the study of mathematics teaching by linking micro- and macro-perspectives. Considering teaching as activity, it uses Activity Theory and, in particular, the Expanded Mediational Triangle (EMT) to consider the role of the broader social frame in which classroom teaching is situated. Theoretical and methodological approaches are illustrated through episodes from a study of the mathematics teaching and learning in a Year-10 class in a UK secondary school where students were considered as “lower achievers” in their year group. We show how a number of questions about mathematics teaching and learning emerging from microanalysis were investigated by the use of the EMT. This framework provided a way to address complexity in the activity of teaching and its development based on recognition of central social factors in mathematics teaching–learning. [ABSTRACT FROM AUTHOR]

This paper reports research that attempts to make sense of the complexity of mathematics teaching and its development at secondary school level. The research was conducted in partnership between two teachers and two educator/researchers over one school term in two U.K. schools. A theoretical construct, the teaching triad, was used as an analytical device (by the researchers) and as a reflective agent for teaching development (by the teachers). The focus of analysis was the interactions between teacher and students at whole class and small group level. Both micro- and macro-analyses were undertaken. We present details of the processes involved in examples from the teaching of one teacher as she translated theoretical aims into classroom practice. The use of the triad allowed access to complexity, involving both psychological and sociological elements, and to the position of a sincere teacher with respect to competing forces in the educational system. The potential of the triad for teacher and teaching development is discussed. [ABSTRACT FROM AUTHOR]

• The dynamic triangle of resources, features and learning potentials constituted a promising tool for studying the development of statistics teaching. • The re-sourcing process relates to the links among resources, features and learning potentials. • Software tools seemed to be crucial for statistics teaching and learning as well as for teachers' professional learning. • The Community of Practice context revealed the important role of human resources in developing the statistics teaching. In the context of a community of practice (CoP), eleven secondary mathematics teachers collaborated in exploring various resources that aim to support teaching statistics that fosters learners in developing statistical thinking and reasoning (DSTR). The tracking of a certain material resource, namely the dynamic software tools for statistics instruction (STSI), revealed three phases in the process of the resource's integration in the community's shared repertoire. A qualitative analysis illuminates the characteristics and particularities of each phase in terms of the negotiation of meaning with respect to the practice of the community. We also consider and discuss aspects that seem to frame the transition among the various phases of this process and implications for the re-sourcing process of the DSTR practice. [ABSTRACT FROM AUTHOR]