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Open Educational Resources: A Chance for Opening Mathematics Teachers’ Resource Systems?

Part of the ICME-13 Monographs book series (ICME13Mo)

Abstract

This chapter proposes a theoretical frame, the documentational approach to didactics (DAD), as a tool for analyzing the changes brought about by digitalization in the design and uses of mathematics teaching resources. One of the major changes appears to be initiated by the profusion of Open Educational Resources (OER), which provide new opportunities for the design and use of teaching resources. In order to analyze the effects of such opportunities, we focus on two cases: the French Sésamath association, providing OERs at a large scale; and a French mathematics teacher using OERs as a means for accomplishing her teaching. Through the lens of DAD, we investigate the implication of this provision of ‘resources-on-offer’ for teachers’ practices.

Keywords

  • Mathematics teachers’ resources
  • Open Educational Resources
  • Documentational approach to didactics
  • Resource system
  • Teachers’ design work
  • Teachers’ collective work

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Notes

  1. 1.

    www.anr-revea.fr, 2013–2018, ReVEA standing for “Living Resources for Teaching and Learning”.

  2. 2.

    The name of document is taken from the field of information architecture, a field emerging with the rise of the Internet. A multidisciplinary French collective (Pédauque 2003) has been formed to study the conceptual needs of the digital era. It evidenced the crucial notion of document, as a form, a sign and a medium. Taking this further into the didactics of mathematics, Gueudet and Trouche (2009) defined a document as the support of the teacher’s didactical action, resulting from her interactions with resources.

  3. 3.

    The name of the association itself, “Sésamath”, is certainly revealing of this open-mindedness, as a wink to “Open sesame”, the famous phrase from the Tales of the Arabian Nights.

  4. 4.

    This common professional experience seems to constitute an important difference with the Communities of Interest (see Kynigos and Kolovou, Chap. 7), gathering practitioners from diverse disciplinary and professional domains.

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Trouche, L., Gueudet, G., Pepin, B. (2018). Open Educational Resources: A Chance for Opening Mathematics Teachers’ Resource Systems?. 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_1

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  • DOI: https://doi.org/10.1007/978-3-319-73253-4_1

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