Abstract
This chapter questions the way teachers’ collective work helps them to design resources requested by curricular changes. Situated within the framework of the Documentational Approach to Didactics, it addresses this issue in analyzing the case of Sesamath, a French teacher association designing free resources, particularly textbooks, for their colleagues. This analysis uses two lenses, the first focusing on a designer of a Sésamath textbook, the second one focusing on Sésamath textbook users, evidencing the influences of teachers’ collective activity on their documentation work. For conceptualizing theses influences, two concepts are proposed: the concept of documentational experience, and the concept of documentational trajectory.
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Notes
- 1.
Investigated in the frame of a Ph.D. supervised by Luc Trouche (ENS de Lyon, France).
- 2.
- 3.
Anna is also investigated in Chap. 9.
- 4.
This message was written by one experienced designer-contributors, that we named MA3 that means association member number 3.
- 5.
One of the most popular programming software (developed by the Massachusetts Institute of Technology), proposed by the new curriculum in cycle 4.
- 6.
That is a software for teaching geometry, more elements in http://geotortue.free.fr/. Accessed 17 February 2017.
- 7.
In the expression Mise en train, the word train is an acronym created by Anna for designing Travail de Recherche ou d’Approfondissement avec prise d’INitiative (Research and Deepening Work with Initiative Taken).
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I would like to thank Meryl Rasmussen for his precious help for dealing with English language.
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Rocha, K.M. (2018). Uses of Online Resources and Documentational Trajectories: The Case of Sésamath. In: Fan, L., Trouche, L., Qi, C., Rezat, S., Visnovska, J. (eds) Research on Mathematics Textbooks and Teachers’ Resources. ICME-13 Monographs. Springer, Cham. https://doi.org/10.1007/978-3-319-73253-4_11
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