Bibliographic Details
| Title: |
Collective design of an e-textbook: teachers' collective documentation. |
| Authors: |
Gueudet, Ghislaine1 Ghislaine.Gueudet@espe-bretagne.fr, Pepin, Birgit2, Sabra, Hussein3, Trouche, Luc4 |
| Source: |
Journal of Mathematics Teacher Education. Apr2016, Vol. 19 Issue 2/3, p187-203. 17p. |
| Subject Terms: |
*Mathematics teachers, *Mathematics education, *Electronic textbooks, *Classroom activities, Cultural history |
| Abstract: |
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 Sésamath 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. [ABSTRACT FROM AUTHOR] |
|
Copyright of Journal of Mathematics Teacher Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) |
| Database: |
Education Research Complete |
