2367

Ghislaine Gueudet • Birgit Pepin • Hussein Sabra • Luc Trouche

Math Teacher Educ

Springer

2016

19

187–203

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

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 Se´samath 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.