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Journal of Mathematics Teacher Education

, Volume 19, Issue 2–3, pp 187–203 | Cite as

Collective design of an e-textbook: teachers’ collective documentation

  • Ghislaine Gueudet
  • Birgit Pepin
  • Hussein Sabra
  • Luc Trouche
Article

Abstract

In this study, we investigated design processes in teacher collectives, which have been made possible by new “digital” opportunities: platforms, discussion lists, etc. The object of our study is the French Sésamath teacher association and its design of a grade 10 e-textbook, more precisely the design of the “functions” chapter. We analysed it with two theoretical lenses: the documentational approach and cultural-historical activity theory. We studied the activity system of a community of teachers designing an e-textbook. At macro-level, we observed a change of objects of the activities: from designing a “toolkit” for mathematics teachers; to interactive exercises; and finally to a more “classical e-textbook”. At micro-level, we analysed the development of collective documents by the community, combining resources and schemes.

Keywords

Activity theory  Documentational approach to didactics E-textbooks Task design Teaching resources Collective teacher work Teachers as partners in design 

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Copyright information

© Springer Science+Business Media Dordrecht 2015

Authors and Affiliations

  • Ghislaine Gueudet
    • 1
  • Birgit Pepin
    • 2
  • Hussein Sabra
    • 3
  • Luc Trouche
    • 4
  1. 1.CREADUniversity of BrestBrestFrance
  2. 2.Eindhoven School of EducationTechnische Universiteit EindhovenEindhovenThe Netherlands
  3. 3.CérepUniversity of Reims Champagne-ArdenneReimsFrance
  4. 4.French Institute of EducationÉcole Normale Supérieure de LyonLyonFrance

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