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Data were collected through lesson observations and pre-lesson and post-lesson interviews. The teacher used the textbook by offloading, adapting its content, and improvising to different degrees while considering both affordances and constraints. Findings highlight that the teacher’s awareness of what resources offer and what limitations may arise is crucial to design capacity.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-teacher-as-a-lesson-designer/599080/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-teacher-as-a-lesson-designer/599080.png","ImageObject",300,407,{"name":92,"@type":93},"kopisore","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is investigated in the paper?","Question",{"text":112,"@type":113},"The paper investigates how and why an experienced mathematics teacher uses the textbook as a curriculum resource to craft instruction.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the data collected?",{"text":117,"@type":113},"Data came from lesson observations and from interviews conducted before and after the lessons.",{"name":119,"@type":110,"acceptedAnswer":120},"What role do the teacher’s awareness and constraints play?",{"text":121,"@type":113},"The results indicate that the teacher’s awareness of what the resource offers and what constraints could occur is significant for the teacher’s pedagogical design capacity.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},599080,1792230382,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090880963,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","doi:10.26529/cepsj.722  \nThe Teacher as a Lesson Designer  \nLjerka Jukić Matić1  \n• Teachers’ pedagogical design capacity is their ability to perceive and mobilise existing resources to create productive instructional episodes in the classroom. To a certain extent, this ability is dependent on the curricular resource used. As the textbook remains the most commonly used curricular resource in mathematics classrooms, the study reported in this paper investigates how and why one experienced mathematics teacher utilisesthe textbook. Data were gathered using lesson observations, as well as pre-lesson and post-lesson interviews. The teacher used offloading on the textbook, adapting the textbook content and improvising in the lessons to varying degrees, being aware of the affordances and constraints that the textbook has for her teaching practice. That approach to the textbook enabled the teacher to create various opportunities that enhance learning. The results of the study indicate that the mathematics teacher’s awareness of what a particular resource offers for teaching practice, and what constraints could be encountered on this journey are significant in terms of the teacher’s design capacity.  \nKeywords: mathematics teacher, pedagogical design capacity, curriculum resources, teaching/learning process, teaching/learning mathematics  \n1 Department of Mathematics, Josip Juraj Strossmayer University of Osijek, Croatia; [ljukic@mathos.hr](ljukic@mathos.hr).  \nUčitelj kot oblikovalec učnih ur  \nLjerka Jukić Matić  \n• Pedagoška sposobnost učiteljev, da prepoznajo in uporabijo obstoječevire z namenom oblikovanja produktivnih učnih enot, se odraža v njihovi splošni sposobnosti učinkovitega načrtovanja pouka. Ta je dodoločene mere odvisna od uporabljenega kurikularnega vira. Ker jeučbenik pri pouku matematike še vedno najpogosteje uporabljen kurikularni vir, je namen opisane raziskave preučevanje načina in vzrokarabe učbenika izkušene učiteljice matematike. Podatki so bili pridobljeniz opazovanjem pouka ter intervjuji pred poukom in po njem. Učiteljica je uporabila posamezne lekcije iz učbenika, prilagodila njihovo vsebino in v različnem obsegu v razredu improvizirala učenje, pri čemer se je zavedala dostopnosti in omejitev učbenika v svoji pedagoški praksi. Tak pristop k učbeniku je učiteljici omogočil ustvarjanje raznovrstnih priložnosti za izboljšanje učenja. Izsledki raziskave kažejo, da zavedanjeučiteljice matematike o številnih možnostih uporabe različnih virov innjihovih omejitev pri poučevanju pomembno vpliva na njeno sposobnost oblikovanja učnih ur.  \nKljučne besede: učitelj matematike, pedagoška sposobnostnačrtovanja, kurikularni viri, proces poučevanja/učenja, poučevanje/ učenje matematike  \nIntroduction  \nFor many decades, textbooks have been the main curriculum resources used in mathematics classrooms (Valverde et al., 2002) and this remains the case in most classrooms throughout the world (Fan, Zhu, & Miao, 2013). Many mathematics teachers use the official textbook when planning and implementing their mathematics programmes (e.g., Thomson & Fleming, 2004) . Studies have found that many teachers prepare their lessons according to the textbook (e.g., Fan et al. 2013; Pepin & Haggarty, 2001; Pepin, Gueudet, & Trouche, 2013) . Further, they showed that teachers relied on the textbook for teaching new content to a great extent, using the proposed pedagogy and the same language as given in the textbook and reproducing similar solved examples on the board (e.g., Pepin & Haggarty, 2001) . The practice exercises, which constitute an essential part of students‘ activity, were also assigned from the textbook, as was homework (e.g., Johansson, 2006; Pepin & Haggarty, 2001) .  \nPreviously, curriculum developers and reformers relied on the idea that one can improve teaching only by using quality resources developed by experts, and the teachers would use those resources as intended by the developers (Clandinin & Connelly, 1992). They ignor","cbCaiaNfuo6EINNH","https://ap.wps.com/l/cbCaiaNfuo6EINNH","pdf",195442,22,"English","# Introduction\n# Theoretical grounding","[{\"question\":\"What is investigated in the paper?\",\"answer\":\"The paper investigates how and why an experienced mathematics teacher uses the textbook as a curriculum resource to craft instruction.\"},{\"question\":\"How was the data collected?\",\"answer\":\"Data came from lesson observations and from interviews conducted before and after the lessons.\"},{\"question\":\"What role do the teacher’s awareness and constraints play?\",\"answer\":\"The results indicate that the teacher’s awareness of what the resource offers and what constraints could occur is significant for the teacher’s pedagogical design capacity.\"}]","The Teacher as a Lesson Designer | PDF",1792088135,55]