Nag Chowdhuri, M; (2019) Two primary school teachers’ pedagogical design capacity of using mathematics textbooks in Delhi, India. In: Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education. (pp. pp. 4284-4291). Freudenthal Group & Freudenthal Institute, Utrecht University, Netherlands and European Society for Research in Mathematics Education

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Abstract

India introduced a new National Curriculum framework in 2005, which included reformed goals for primary school mathematics in an attempt to make them more inclusive and student-centred. One of the efforts towards operationalizing the framework was to create new primary mathematics textbooks. In a context where textbooks are seen as the basis of all curricular activity – from sequencing, to teaching, to examination, it becomes important to understand how such reform-based textbooks are used by teachers. Drawing from a multiple case study in the context of governmentrun primary schools in Delhi, this paper reports that teachers seem to primarily reject these reformbased textbooks. Further it shows that while using the textbook, teachers have varied levels of design capacities to productively interpret the textbook tasks. The findings imply that curriculum and policy makers need to develop materials that teachers are firstly willing to engage with, and also provide space for teachers’ design capacity to develop.

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