2397

Chronis Kynigos and Elissavet Kalogeria

CERME9-NinthCongressoftheEuropean SocietyforResearchinMathematicsEducation,CharlesUniversityinPrague,FacultyofEducation; ERME

University of Athens, Educational Technology Lab and CTI & Press Diophantus

2015

2367-2373

Boundary crossing , community of interest , resource design , expressive media

This paper investigates the process in which teachers of different experiences and subjects collaboratively designed an e-book unit around ‘Windmills’, aiming to foster students’ creativity (call c-book, c for creativity). Our aim was to identify the characteristics of this innovative design, as well as if and how this process can enhance teachers’ creativity. We found that the design evolved in four phases incorporating learning mechanisms–indicators for teachers’ creativity: Searching for mathematical ideas/concepts, implementation of the raw ideas, pedagogical and /didactical contextualization, transition to the c-book. The c-book was the boundary object around which the participants interacted, reflected and finally transformed their knowledge regarding the way it should be designed to support creativity.