2019
info:eu-repo/semantics/OpenAccess
Veronica Parra et al., « A Case Study on Teachers’ Collective Documentation Work: The Tolerance Intervals », HAL-SHS : sciences de l'éducation, ID : 10670/1.m8t8x8
In this paper we study the interactions between two mathematics teachers of high school and resources using the theoretical framework of documentational approach. According to this approach, these interactions produce documents associating resources and schemes of use. These schemes comprise professional knowledge described in terms of operational invariants. Teachers work together to prepare the teaching on tolerance intervals. These two teachers constitute a theory of practice. We show that, in spite of the collective work, the documents developed by each teacher always comprise different elements, because their initial operational invariants do not evolve enough to lead to common documents.