From text to 'lived' resources

Chapter 1 Knowledge Resources in and for School Mathematics Teaching

Chapter 2 Teachers’ Work with Resources: Documentational Geneses and Professional Geneses

Chapter 3 Patterns of Didactic Intentions, Thought Collective and Documentation Work

Chapter 4 Resources for the Teacher from a Semiotic Mediation Perspective

Chapter 5 Constituting Digital Tools and Materials as Classroom Resources: The Example of Dynamic Geometry

Chapter 6 Modes of Engagement: Understanding Teachers’ Transactions with Mathematics Curriculum Resources

Chapter 7 Task Analysis as “Catalytic Tool” for Feedback and Teacher Learning: Working with Teachers on Mathematics Curriculum Materials

Chapter 8 Measuring Content Through Textbooks: The Cumulative Effect of Middle-School Tracking

Chapter 9 Masters’ Writings and Students’ Writings: School Material in Mesopotamia

Chapter 10 Researcher-Designed Resources and Their Adaptation Within Classroom Teaching Practice: Shaping Both the Implicit and the Explicit

Chapter 11 Classroom Video Data and Resources for Teaching: Some Thoughts on Teacher Education

Chapter 12 Interactions of Teachers’ and Students’ Use of Mathematics Textbooks

Chapter 13 Teachers Teaching Mathematics with Enciclomedia: A Study of Documentational Genesis

Chapter 14 Teachers Transforming Resources into Orchestrations

Chapter 15 A Comparative Perspective on Teacher Collaboration: The Cases of Lesson Study in Japan and of Multidisciplinary Teaching in Denmark

Chapter 16 Communities, Documents and Professional Geneses: Interrelated Stories

Chapter 17 Mathematics Teachers as Instructional Designers: What Does It Take?