The 'Resource' Approach to Mathematics Education

The conference has given rise to a book, published in 2019 in the Springer series Advances in Mathematics Education, coordinated by Gabriele Kaiser and Bharath Sriraman:

Trouche, L., Gueudet, G., & Pepin, B. (Eds.) (2018). The 'Resource' Approach to Mathematics Education. Springer.

The book contains papers written by the plenary lecturers and panelists, and syntheses of each WG, written/authored by their coordinators, in addition to selected and developed contributions. A new resource to come, for keeping alive the results of the Re(s)source 2018 conference!

Table of contents

Foreword, by Jill Adler (University of the Witwatersrand, South Africa)

Chapter 1, introduction. Ghislaine Gueudet, Birgit Pepin & Luc Trouche: The ‘Resources’ approach to mathematics education. Situating an emerging field of research

Section 1 (coordinated by Ghislaine Gueudet). Framing the field of research

Chapter 2. Ghislaine Gueudet (University of Western Brittany, France): Studying Teachers’ documentation work: emergence of a theoretical approach

Chapter 3. Kenneth Ruthven (University of Cambridge, UK): The construct of 'resource system' as an analytic tool in understanding the work of teaching

Chapter 4. Christine Proust (CNRS, France): What is the reality of teacher’s work, behind the design of mathematics exercises? Lessons from the scribal schools, 4000 years ago

Chapter 5. Michèle Artigue  (Université Paris Diderot-Paris 7, France): Reflecting on a theoretical approach from a networking perspective: the case of the documentational approach to didactics

Section 2 (coordinated by Birgit Pepin). A comparative perspective

Chapter 6. Birgit Pepin (Technische Universiteit Eindhoven, the Netherlands, coord.), Michele Artigue (France); Veronica Gitirana (Brazil); Takeshi Miyakawa (Japan); Kenneth Ruthven (UK), & Binyan Xu (China): Mathematics teachers as curriculum designers: an international perspective to develop a deeper understanding of the concept

Chapter 7. Takeshi Miyakawa (Joetsu University of Education, Japan) & Binyan Xu (East China Normal University, China): Teachers collective work inside and outside school as an essential spring of mathematics teachers' documentation: Japanese and Chinese experiences

Chapter 8. Janine Remillard (University of Pennsylvania, USA): Teachers’ Use of Mathematics Resources: A Look across Cultural Boundaries

Section 3 (coordinated by Luc Trouche). New resources needed, perspectives for further research

Chapter 9. Jana Trgalova (University of Lyon, France), Moustapha Sokhna (Université Cheikh Anta Diop, Senegal) & Cibelle Assis (University of Paraiba, Brazil): Teachers’ resource systems, their structure, their evolution, their mapping

Chapter 10. Catherine Loisy (ENS de Lyon, France), Hussein Sabra (Université de Reims, France) & Scott Courtney (Ken State University, USA): Analyzing teachers’ work with resources, methodological issues

Chapter 11. Sebastian Rezat (University of Paderborn, Germany), Carole Le Henaff (University of Western Brittany, France) & Jana Visnovska (University of Queensland, Australia): Documentation Work, Design Capacity, and Teachers’ Expertise in Designing Instruction

Chapter 12. Paul Drijvers (Utrecht University, the Netherlands), Verônica Gitirana (Federal University of Pernambuco, Brazil), John Monaghan (Agder University, Norway & University of Leeds, U.K.) & Samet Okumus (Recep Tayyip Erdogan University, Turkey): Transitions towards digital resources: change, invariance, and orchestration

Conclusion

Chapter 13. Luc Trouche (ENS de Lyon, France): Evidencing the missing resources of the documentational approach to didactics, towards new programs of research / development for enriching this approach

Chapter 14. Afterword, by Jeffrey Choppin (University of Rochester, USA): Reflections on the Documentational Approach to Didactics