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- handle: 10670/1.wfpy7u
- isbn: 978-3-319-73252-7
- hal: hal-01711368
- doi: 10.1007/978-3-319-73253-4_1
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info:eu-repo/semantics/altIdentifier/doi/10.1007/978-3-319-73253-4_1
Mots-clés
mathematics teachers' resources open educational resources Documentational approach to didactics resource system teachers' design work Teachers' collective workSujets proches
Schoolteaching Didactics School teaching Pedagogy InstructionCiter ce document
Luc Trouche et al., « Open Educational Resources: A Chance for Opening Mathematics Teachers’ Resource Systems? », HAL-SHS : sciences de l'éducation, ID : 10.1007/978-3-319-73253-4_1
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Résumé
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