Scheming and Re-scheming: Secondary Mathematics Teachers’ Use and Re-use of Resources

Abstract In this article, we examine secondary mathematics teachers’ work with resources using the Documentational Approach to Didactics lens. Specifically, look at and a teacher’s scheme of use (aims, rules actions, operational invariants, inferences) these across set lessons (macro-level analysis) that aim towards students’ preparation for examinations how emerges in three on same topic (micro-level as response contingent moments. We propose terms scheming—a emerging related used aim—and re-scheming, namely, shifts such scheming. Our analysis lesson observations reflections his actions from post-observation interview demonstrate interplay between stable characteristics scheming re-scheming individual lessons. conclude article discussion methodological potential both macro- micro-level analyses investigation resources.