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Studying Teachers’ Documentation Work: Emergence of a Theoretical Approach

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The ‘Resource’ Approach to Mathematics Education

Part of the book series: Advances in Mathematics Education ((AME))

Abstract

The documentational approach to didactics is a young theory – it was less than 10 years old in 2018. In this chapter I look back at the process of development of this approach. I recall the initial context, motivating the elaboration of a specific frame for studying teachers’ documentation work. Several kinds of evolutions are emphasized: theoretical, methodological, but also evolutions of the questions studied in the research works referring to the documentational approach. I conclude by evidencing the main evolutions so far and evoking some perspectives.

This chapter originates from a lecture given to the Re(s)sources 2018 International Conference. Video in English, with French subtitles at http://video.ens-lyon.fr/ife/2018/2018-05-28_003_Ressources2018_Ghislaine_Gueudet_v1.fra.mp4

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Notes

  1. 1.

    http://www.sesamath.net/

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Authors and Affiliations

  1. CREAD, ESPE de Bretagne, University of Brest, Brest, France

    Ghislaine Gueudet

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  1. Ghislaine Gueudet
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Correspondence to Ghislaine Gueudet .

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  1. Institut Français de l’Education, Ecole Normale Supérieure de Lyon, Lyon, France

    Luc Trouche

  2. CREAD, ESPE Bretagne, Université de Bretagne Occidentale, RENNES, France

    Ghislaine Gueudet

  3. Eindhoven School of Education- ESoE, Eindhoven University of Technology- TU/e, Eindhoven, The Netherlands

    Birgit Pepin

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Gueudet, G. (2019). Studying Teachers’ Documentation Work: Emergence of a Theoretical Approach. In: Trouche, L., Gueudet, G., Pepin, B. (eds) The ‘Resource’ Approach to Mathematics Education. Advances in Mathematics Education. Springer, Cham. https://doi.org/10.1007/978-3-030-20393-1_2

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