Abstract
Curriculum resources such as textbooks and lesson guides communicate messages about the social relations between the teacher, students, artefacts, and the mathematics. Because of their implicit nature, these messages can be hard to surface and perhaps therefore are not frequently covered in curriculum resource analysis. Tackling this shortcoming, we examine mathematics lesson guides or the daily lesson descriptions written for elementary teachers. Drawing on multimodality and activity theory, we characterize the social relations messaged in the lesson guides in terms of two constructs: authority and distance. We present and illustrate an analytical approach to uncovering these messages in lesson guides from Sweden, USA, and Flanders. Our analytical approach enabled us to distinguish configurations of social relations that vary primarily across the three educational contexts, which strengthens our argument for viewing the configuration of social relations as a cultural script.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
