Table 2 Expert facilitators’ thematic adaptation actions: descriptive results of the category formation process

 FOLLOW example with its theoretical embedding

An example and its embedded theoretical constructs are used without bigger modifications.

 DETACH example from its theoretical embedding

An example is used, but without the theoretical constructs it was originally intended to illustrate.

 SELECT/ADJUST to actual classroom contexts

Some examples are omitted that do not fit to the classroom challenges; others chosen in order to assure a good fit with the current grade levels or mathematical topics the novice teachers are working with.

 CREATE own example for integrating theoretical constructs

A completely new teaching unit is developed by a facilitator in order to integrate all relevant constructs.

 Let examples be ADAPTED/EXTENDED

The novice teachers are guided to develop or extend examples that fit to their actual classroom contexts and deepen the theoretical approach.

 EMPHASIZE a theoretical construct

One theoretical construct is repeatedly emphasized and connected to different classroom situational demands; this is also done throughout different modules.

 OMIT a theoretical construct

Some theoretical constructs are omitted or only treated very briefly.

 INTRODUCE a new construct situationally

Some theoretical constructs are introduced at an appropriate moment while discussing rich classroom demands