Abstract
This chapter aims to deepen the documentational approach of mathematics didactics, whose main concepts have already been presented (Chapter 2); the documentational approach, as outlined in Chapter 2, illuminates the importance of the collective aspects of teachers’ documentation work. By nature, teaching involves aspects of collective work, but the development of digitalization fosters it. This chapter articulates the frames of communities of practice and of the documentational approach, defining the concept of community documentation genesis. We develop a case study, concerned with an online association of secondary school mathematics teachers, designing and sharing resources. Drawing on evidence from this case study, we explain the interactions between community geneses, community documentation geneses and professional geneses.
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Notes
- 1.
The “Nouveau Dictionnaire de Pédagogie”, coordinated by Ferdinand Buisson, has been published in 1910. It is now online, http://www.inrp.fr/edition-electronique/lodel/dictionnaire-ferdinand-buisson/. The given quotation can be found at the entry “Conseil des maîtres”.
- 2.
Our translation.
- 3.
Sésamath (http://www.sesamath.net/) regarding Mathematics teaching, Weblettres ((http://www.weblettres.net/) regarding French teaching and Clionautes (http://www.clionautes.org/) regarding Geography teaching.
- 4.
Dillenbourg (1999) distinguishes cooperative and collaborative work: “In cooperation, partners split the work, solve sub-tasks individually and then assemble the partial results into the final output. In collaboration, partners do the work ‘together’”.
- 5.
The name of the association itself, Sésamath, is certainly revealing, as a wink to “Open sesame”, the famous phrase from the Arabian Nights.
- 6.
Institute for Research on Mathematics Teaching.
- 7.
Which means “Trace-in-the-Pocket” and “Instrument-in-the-Pocket”.
- 8.
Those who have accepted to follow a training session organized by researchers at the National Institute for Pedagogical Research.
- 9.
- 10.
Which means responsible for computer and software equipment, for giving his colleagues advice for use (website, software…). Hard work, his logbook shows that it is time consuming (6 h in 3 weeks), for a limited financial reward of the institution (1 h paid each month).
- 11.
French word standing for “secondhand goods dealer”. The English expression is interesting, evidencing that a resource is never a firsthand one, but always inherits from some older ones.
- 12.
Our translation from French TafPi, literally “Taf de Pierre”; Taf is a slang French word, meaning “work”.
- 13.
Which echoes our introductory quotation “teaching is collaborating”.
- 14.
Pierre’s quotations, in Section 16.3.5, are extracted from his interview in November, 2009
- 15.
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Acknowledgments
We deeply thank Janine Remillard and Joshua Taton for their help in reviewing the English language in the last version of this chapter.
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Gueudet, G., Trouche, L. (2011). Communities, Documents and Professional Geneses: Interrelated Stories. In: Gueudet, G., Pepin, B., Trouche, L. (eds) From Text to 'Lived' Resources. Mathematics Teacher Education, vol 7. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-1966-8_16
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