Abstract
This paper reviews the literature on the theme
of mathematics teachers’ work and interactions with
resources, taking a particular perspective, the so-called
‘collective perspective’ on resources, their use and transformation.
The review is presented under three headings:
(1) theoretical frameworks commonly used in this area of
research; (2) teachers’ interactions with resources in terms
of their design and use; and (3) teachers’ interactions with
resources in terms of teacher learning and professional
development. From the literature, and the collection of
papers in this issue, we argue that the collective dimensions
play an important role in mathematics teachers’ work with
resources and in their professional learning/development.
Further empirical investigations are likely to be needed on:
how teachers may work in collectives and with resources,
and in which ways ‘productive’ collectives may form and
work together; which roles particular resources can play in
these delicate constellations and how particular resources
may support teachers in their work and learning; and which
kinds of resources offer opportunities for community
building.
