Teachers' use of resources for mathematics teaching: The case of teaching trigonometry.

This paper draws on the documentational approach and knowledge quartet to analyse a trigonometry Year 13 lesson of a secondary mathematics teacher who uses a range of paper based and electronic resources. Data were collected during one lesson observation and a follow-up interview with the teacher. Analysis identifies the resources and schemes of use of these resources: aims of the teaching activity, rules of actions, operational invariants and inferences in relation to the trigonometry lesson but also in relation to Year 13 teaching, especially towards student preparation for the exams. It also explores this teacher’s work in the class by using the different dimensions of the knowledge quartet: foundation, transformation, connection and contingency. The findings explore teacher’s use of resources and the potencies of using the knowledge quartet in tandem with the documentational approach