13 th International Congress on Mathematical Education Hamburg

13 th International Congress on Mathematical Education. Hamburg, 24 -31 July 2016 RECONTEXTUALIZING EDUCATIVE CURRICULUM MATERIALS BY MATHEMATICS TEACHERS IN MOZAMBIQUE Authors: Paulo Diniz Pedagogical University of Mozambique, Mozambique Jonei Cerqueira Barbosa Federal University of Bahia, Brazil Objective o analyse the pedagogical recontextualization of educative curriculum materials from a Mozambican in-service program to The educative curriculum material focused on this study has a task about "types of angles“which was Implemented by brasilian teachers using the software Geogebra classrooms by mathematics teachers Results and CONCLUSIONS Methodology v Interpretive research v Qualitative approach v Interviews, document analysis and observation were used as data Back grou nd One example of changes made in this material by the research participants was on the task, and it was motivated by the lack of skills for using Geogebra. Moreover, the teachers' lesson plans suggest that they chose to sequence the lesson differently from that one presented on the materials. It fit better to what is recommended in their schools and what they are used to do in their work routines. he educative curriculum materials are designed to promote both students’ and achers’ learning (REMILLARD et al. 2014). As teachers interact with curriculum aterials, there is a change both in curriculum material and in teachers. e can relate the changes operated on curriculum materials by teachers a Bernsteinian concept, the so-called pedagogical recontextualization. ernstein (1990) uses the concept of recontextualization to refer to the process Teachers may recontextualize the curriculum Materials motivated by a variety of factors such as: their experiences as mathematics teachers, the students they teach, their skills, Principles that regulate the pedagogic practices where they take part in and availability of sources for their job moving texts from a context to another. The results of this research can inform designers of curriculummaterials about the components of these materials that are most significant for the teachers. References BERNSTEIN, B. Class, Codes and Control, volume IV: the structuring of pedagogic discourse. London: Routledge, 1990. REMILLARD, J. T. ; HARRIS, B. ; AGODINI, R. (2014). The influence of curriculum material design on opportunities for student learning. Springer. FIZ Karlsruhe. USA. 2014.