Abstract
Studies on the relationship between teacher-curriculum materials present different elements that influence this interaction, such as affordance and agency. In this article, our purpose is to explore these concepts and discuss their meanings in the relationship that teachers establish with curriculum materials in Mathematics Education. To proceed with the conceptualization, we researched for articles and books, followed by a screening and subsequent analysis and exploration of the concepts in the bibliographic study's perspective. Regarding the discussion of meanings, we chose a research as object of study to carry out the analysis, in the meta-analysis perspective, of aspects that illustrate how these concepts are associated with this relationship. The theoretical framework refers to authors who discuss affordance theory and theorizing about structuring, specifically agency. Data analysis shows that teachers knowledge, beliefs, and values influence information acquisition from curriculum materials, leading them to infer affordances, situate the agency in them and in the materials, and provoke the shift of power between the two agents. It also shows that affordances and agency can be collective skills provided by the exchange between teachers and their peers.
Keywords:
Mathematics Education; Teacher-Curriculum Materials Relationship; Mathematics Curriculum; Affordance; Agency