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


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.

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Correspondence to Ghislaine Gueudet.

Appendix 1: list of atoms for the functions chapter in grade 10

Appendix 1: list of atoms for the functions chapter in grade 10

  1. 1.

    Interpret the link between two quantities by a formula.

  2. 2.

    For a function defined by a curve: identify the variable and the domain

  3. 3.

    For a function defined by a table of values: identify the variable and the domain

  4. 4.

    For a function defined by a formula: identify the variable and the domain

  5. 5.

    For a function defined by a curve: determine the image of a number.

  6. 6.

    For a function defined by a curve: research the pre-images of a number.

  7. 7.

    For a function defined by a table of values: determine the image of a number.

  8. 8.

    For a function defined by a table of values: research the pre-images of a number.

  9. 9.

    For a function defined by a formula: determine the image of a number.

  10. 10.

    For a function defined by a formula: research the pre-image of a number.

  11. 11.

    Increasing function; decreasing function.

  12. 12.

    Maximum, minimum of a function over an interval.

  13. 13.

    Describe, with suitable vocabulary or a table of variations, the behaviour of a function defined by a graph.

  14. 14.

    Draw a graph compatible with a table of variations.

  15. 15.

    When variation of a function is given by a sentence or table of variations: compare images of two numbers of an interval.

  16. 16.

    Determine all numbers whose the image is greater than (or less than) a given image.

  17. 17.

    Transform algebraic expressions to solve problems.

  18. 18.

    Associate an algebraic expression to a given problem.

  19. 19.

    Identify the most appropriate form (expanded, factorized) of an expression for solving a given problem.

  20. 20.

    Expand simple polynomial expressions.

  21. 21.

    Factorize simple polynomial expressions.

  22. 22.

    Transform simple rational expressions.

  23. 23.

    Determine equations corresponding to a problem

  24. 24.

    Solve an equation by reducing it to the first degree.

  25. 25.

    Find a lower and an upper bound for the root of an equation with a dichotomy algorithm.

  26. 26.

    Give variations of a linear function.

  27. 27.

    Give the table of signs of ax + b for given values of a and b.

  28. 28.

    Represent graphically the square function.

  29. 29.

    Represent graphically the reciprocal function.

  30. 30.

    Knowing the variations of a polynomial function (degree 2) and the symmetry properties of its graph.

  31. 31.

    Identify the domain of a homographic function.

  32. 32.

    Solve graphically inequalities of the form f(x) < k.

  33. 33.

    Resolve graphically inequalities of the form f(x) > k.

  34. 34.

    For the same problem, combine graphical resolution and algebraic control.

  35. 35.

    Solve an inequality using the sign of an expression (product, rational).

  36. 36.

    Solve algebraically the inequalities needed for solving a problem.

  37. 37.

    Define the sine and cosine of a real number, rolling the real axis around the unit circle.

  38. 38.

    Link the previous representation with the values of sine and cosine of angle: 0°, 30°, 45°, 60°, 90°.

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Gueudet, G., Pepin, B., Sabra, H. et al. Collective design of an e-textbook: teachers’ collective documentation. J Math Teacher Educ 19, 187–203 (2016).

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