Mathematics Teachers’ Interaction with Digital Curriculum Resources: opportunities to develop teachers’ mathematics-didactical design capacity

This particular paper reports on the investigation of (selected) French mathematics teachers' interactions with and use of a commonly used mathematics e-textbook (Sesamath), individually and collectively. Using three recent studies on teachers' work with Sesamath, and leaning on theoretical frames from the area of curriculum design and instructional design with technology, we identify several dimensions of " design " , that is mathematics teachers working as designers. Moreover, we claim that the affordances of digital resources are related to the opportunities for " design " by mathematics teachers, of their own curriculum materials in/for instruction; and for the development of teachers' mathematics-didactical design capacity. This paper is one of four in the AERA 2016 symposium on digital resources/curriculum materials, including e-textbooks, in mathematics education. The focus is on the resources' design and analysis; and teachers' and students' interaction with them. As digital resources are increasingly present in classrooms around the world, it is important to investigate their features, and in which ways they influence, afford, or indeed may transform, particular educational processes and practices. The underlying questions of the symposium are: What are the " new " digital curriculum resources, and what are the features of those resources, that influence mathematics teachers' instructional design? What are students' interactions and modes of engagement with those resources? In which ways do these resources stimulate new educational dynamics? This particular paper reports on the investigation of (selected) French mathematics teachers' interactions with and use of a commonly used mathematics e-textbook, individually and collectively.

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