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Documentational Approach to Didactics

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Encyclopedia of Mathematics Education

Introduction

Mathematics teachers interact with curriculum and other resources in their daily work, and their work with resources includes selecting, modifying, and creating new resources, in-class and out-of-class. This creative work is termed teacher documentation work, and its outcomes teacher documentation.

Typical curricular resources include text resources (e.g., textbooks, curricular guidelines, student worksheets), or digital curriculum resources (e.g., digital interactive textbooks). However, as there is now nearly unlimited access to resources on the web, teachers are often at a loss to choose the most didactically and qualitatively suitable resources for their mathematics teaching. Hence, the study of resources and mathematics teachers’ interaction/work with those resources has become a prominent field of research (e.g., Pepin et al. 2013), not least because curriculum reforms in many countries go through the provision of reform oriented curriculum materials that are seen...

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Author information

Authors and Affiliations

  1. French Institute of Education, Ecole Normale Supérieure de Lyon, Lyon, France

    L. Trouche

  2. CREAD, ESPE Bretagne, University of Brest, Rennes, France

    G. Gueudet

  3. Eindhoven School of Education (ESoE), Eindhoven University of Technology (TU/e), Eindhoven, The Netherlands

    B. Pepin

Authors
  1. L. Trouche
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  2. G. Gueudet
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  3. B. Pepin
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Corresponding authors

Correspondence to L. Trouche , G. Gueudet or B. Pepin .

Editor information

Editors and Affiliations

  1. South Bank University Centre for Mathematics Education, London, United Kingdom

    Steve Lerman

Section Editor information

  1. Department of Mathematical Sciences, The University of Montana, Missoula, MT, USA

    Bharath Sriraman

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Trouche, L., Gueudet, G., Pepin, B. (2018). Documentational Approach to Didactics. In: Lerman, S. (eds) Encyclopedia of Mathematics Education. Springer, Cham. https://doi.org/10.1007/978-3-319-77487-9_100011-1

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  • DOI: https://doi.org/10.1007/978-3-319-77487-9_100011-1

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  • Print ISBN: 978-3-319-77487-9

  • Online ISBN: 978-3-319-77487-9

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