Abstract
In this report, I examine resources and their use in school mathematics. I do
so from the perspective of mathematics teacher education and with a view to the practice
of school mathematics. I argue that the effectiveness of resources for mathematical
learning lies in their use, that is, in the classroom teaching and learning context. The
argument pivots on the concepts of school mathematics as a hybrid practice and on the
transparency of resources in use. These concepts are elaborated by examples of resource
use within an in-service teacher education research project in South Africa. I propose that
mathematics teacher education needs to focus more attention on resources, on what they
are and how they work as an extension of the teacher in school mathematics practice. In
so doing, the report provides a language with which mathematics teacher educators and
mathematics teachers can investigate teachers’ use of resources to support mathematical
learning in particular and diverse contexts.
