NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1094132
Record Type: Journal
Publication Date: 2016-Apr
Pages: 17
Abstractor: As Provided
Reference Count: 18
ISSN: ISSN-1386-4416
Collective Design of an E-Textbook: Teachers' Collective Documentation
Gueudet, Ghislaine; Pepin, Birgit; Sabra, Hussein; Trouche, Luc
Journal of Mathematics Teacher Education, v19 n2-3 p187-203 Apr 2016
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 S├ęsamath 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.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 10; Secondary Education; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: France