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Working groups

Contributions organized around 4 working groups

The Working Groups (WG) at the Re(s)sources 2018 Conference constituted an essential place for presentation, discussion, and collective work on specific topics related with resources. Each WG is managed by a team of two/three researchers. The WGs have worked during 6 hours over 3 parallel sessions (cf. program), and made a plenary presentation synthesizing their work at the end of the conference. They will also produce a chapter in the book following the conference. There are four WG, whose specific call for papers are presented below. 70 contributions has benne retained as oral presentations, 7 as posters. All these contributions have been published in the conference proceedings.

WG 1. Teachers’ resource systems, their structure, their evolution, their mapping (slides of the WG1 final report to be downloaded)

Coordinators: Jana Trgalova (University of Lyon, France) & Moustapha Sokhna (Université Cheikh Anta Diop, Dakar)

An important facet of teachers’ work, done outside the classroom, consists in searching for, selecting and gathering resources for lesson and assessment preparation, for inquiring about institutional requirements and constraints or for professional development. The working group focuses on issues related to this aspect of teachers’ work. The following sets of questions can be addressed:

  • How do teachers constitute their resource systems? How do they search for resources and where do they get them from? What criteria do they (explicitly or implicitly) use to select new resources? How are these new resources integrated into the existing resource system? What are teachers’ representations of “good” resources? Do these representations differ according to the subject matter (mathematics, physics…), the school level (primary, secondary, tertiary), the type of activities (lesson preparation, assessment...) or other factors?
  • How do the teachers structure their resource systems? Are there central / pivotal resources and what is their role? What is the place of curricular resources (prescribed curriculum) and textbooks in teachers’ resource systems?
  • How do teachers’ resource systems evolve? What are the levers of their evolution (experience, cultural environment, curricular changes, teachers’ participation at professional development courses….)?
  • What are the available resources (for a given subject matter, school level…)? How can these resources be mapped to learning and/or teaching objectives? How do these resources evolve with changes in society (rapid development of digital technology…) or in education (curricular changes and reforms…)?


  • Burcu Nur Baştürk-Şahin & Menekse Seden Tapan-Broutin – Analysing Teacher Candidates' Evolution into Teachers through Documentational Approach.
  • Elisangela Bastos & Jana Trgalova – The documentational work in the initial formation of a mathematics undergraduate in training for the teaching of first degree equation .
  • Cibelle Assis, Verônica Gitirana & Luc Trouche – The Metamorphosis of resource systems of prospective teacher: from studying to teaching.
  • Rim Hammoud – Participation in a virtual community as a lever for the evolution of chemistry teachers' resource system.
  • Nataly Essonnier & Jana Trgalova – Collaborative design of digital resources: role of designers' resource systems and professional knowledge
  • Karima Sayah – Analyse de la structure d'un système de ressources, articulation entre aspect dynamique et aspect statique : cas d’une enseignante de mathématique.
  • Burcu Nur Baştürk-Şahin & Seden Menekse Tapan-Broutin – Analysis of Primary Mathematics Teachers' Lesson Document Preparation Processes.
  • Anita Messaoui – The complex process of classifying resources, an essential component of documentation expertise.
  • Dimitris Diamantidis & Chronis Kynigos – Discussing digital artifacts under design as a process aiming towards the centre of TPaCK.
  • Marisol Santacruz & Ana Isabel Sacristan – Reflecting on the paths for selecting digital resources for (geometry) teaching: the case of a first grade teacher.
  • Moustapha Sokhna – Systèmes de ressources et intégration des TICE : quels critères de sélection
  • Elisangela Bastos, Ketully Roberto & Jana Trgalova – The importance of documentary and digital resources in the definition of quality of higher education by its actors (poster)
  • Méagnet Désiré Blé – The importance of documentary and digital resources in the definition of quality of higher education by its actors (poster)
  • Hendrik Van Steenbrugge, Janine Remillard, Heidi Krzywacki, Kirsti Hemmi, Tuula Koljonen & Rowan Machalow – Understanding teachers' use of curriculum resources from a cross-cultural perspective: the cases of Sweden and Flanders
  • Rim Hammoud & Mohammad Alturkmani – Teachers' resource systems and documentation work: the case of two physicschemistry teachers in France and two chemistry teachers in Lebanon
  • Ousmane Fofana & Moustapha Sokhna – Analyse des écarts entre les prescriptions institutionnelles et les systèmes de ressources des enseignants : le cas de l'enseignement des limites de fonctions.
  • Salimata Sené & Moustapha Sokhna – Systèmes de ressources des enseignants et des élèves : quelles évolutions et quelle cartographie ?
  • Andreas Lindenskov Tamborg – The concept of resources and documents as means to understand mathematics teachers' use ofdigital platforms in the classroom.
  • Ulises Salinas-Hernández, Ana-Isabelle Sacristan & Luc Trouche – Technology integration into mathematics classrooms: case study of a highschool teacher's use of GeoGebra.
  • Nathalie Sayac – What resources and assessment logic to design tests in mathematics at primary school in France?
  • Luxizi Zhang – A comparative study on the content and use of mathematics teaching resources between China and France: from the exercise perspective (poster)
  • Iranete Lima – The textbook for field public schools in Brazil - PNDL (poster)

WG 2. Analyzing teachers’ work with resources, methodological issues (slides of the WG2 final report to be downloaded)

Coordinators: Catherine Loisy (ENS de Lyon, France), Hussein Sabra (Université de Reims, France) & Scott Courtney (Kent State University, USA)


Analyzing teachers' work with resources requires considering the work of teachers ‘as a whole’. Actually, teachers' interaction with resources is deployed in space and time. This involves taking into account activities in and out of the classroom, at home, in the lab rooms, computer rooms, etc. In addition, a teacher interacts with his/her resources from previous years, for different teaching objectives, derived from his/her involvement in different collectives over time. All of these interactions with resources determine his/her teaching experience and his teaching beliefs. Furthermore, redoubtable methodological issues would have to be taken into account, with consideration on the teaching content knowledge and on the level of teaching. The “versatility” of primary teachers determines their interactions with resources in a different way, than for secondary teachers, or higher education lecturers who have generally a dual role of teacher and of researcher.

  • How to analyze teacher interaction with resources ‘as a whole’?
  • How to analyze the structure of the resource system?
  • How does this interaction take shape according to teaching contents and to levels of teaching?
  • How to study in the long term the evolution of the interactions of teachers with resources?


  • Dubravka Glasnovic Gracin & Ljerka Jukic Matic – The dynamic interactions between teacher and resources in the use of the textbook and teacher guide.
  • Jean-Philippe Georget – A primary documentation system embodied in a system of training activities for trainee teachers of mathematics.
  • Scott Courtney – Preparing to Teach Mathematics: Results from a Survey on Mathematics Teacher Resources in the United States
  • Celina Abar – The Documentary Approach to Didactics in a Flipped Classroom Proposal.
  • Eugenia Taranto, Ferdinando Arzarello & Ornella Robutti – MOOC as a resource for teachers' collaboration in educational program.
  • Gilles Aldon, Marie-Line Gardes & Mathias Front – Between designing and use, how to address the question of resource's coherence.
  • Fernando Bifano – Institutional resources at university admission: emerging documentational identity for the analysis of the professor´s work.
  • Michael Umameh – A mathematics teacher's use of digital resources for formative assessment.
  • Katiane De Moraes Rocha – Documentational trajectory as a means for understanding teachers' interactions with resources over time: the case of a French teacher.

WG 3: Instrumentation, competencies, design capacity, expertise (slides of the WG3 final report to be downloaded)

Coordinators: Sebastian Rezat (University of Paderborn, Germany) & Carole Le Henaff (University of Western Brittany, France)

Teachers use resources in order to support their teaching, to support students’ learning, and to advance their own pedagogical and content knowledge. Using resources requires particular knowledge and skills. These are conceptualized within different theoretical frames as competencies, aspects of design capacity, teacher expertise, professional knowledge, or utilization schemes within the instrumentation process. The working group focuses on empirical studies, theoretical advancements and methodological contributions related to these aspects of using resources within the documentational approach or other frameworks related to the following questions

  • How are these aspects of teachers’ use of resources approached theoretically and methodologically?
  • How do these aspects develop over time in teachers’ practices? How do these aspects relate to teachers’ previous experiences and knowledge?
  • How do these aspects relate to features of the resources and the subject matter?
  • How do these aspects relate to teachers’ capacity to re-design them during their teaching action?


  • Chongyang Wang – An exploration of Documentation Expertise through a collective lesson preparation: a Chinese case of two mathematics teachers.
  • Iresha Ratnayake & Mike Thomas – Documentational genesis during teacher collaborative development of tasks incorporating digital technology.
  • Ming-Yu Shao & Luxizi Zhang – A case study of a Chinese teacher’s lesson: problems, conceptions and instrumental orchestration.
  • Alain Bernard – Two case studies on the interaction between historical investigation and the documentary work of teachers.
  • Magally Martinez, Rene Cruz & Anabelem Soberanes – The mathematical teacher: a case study of instrumental genesis in the UAEM.
  • Hussein Sabra & Suzane El Hage – Relation between teaching and research in mathematics and physics at university: the resources point of view.
  • Laurence Leroyer – The capacity to think of transmission of knowledge from learning supports: a proposition of a conceptual model.
  • Jana Visnovska & Luis Cortina – Designing to support teachers' reconstruction of instructional design rationales.
  • Jason Cooper, Shai Olsher & Michal Yerushalmy – Reflecting on didactic metadata of learning sequences.
  • Lorraine Males, Ariel Setniker & Leslie Dietiker – What do teachers attend to in curriculum materials?
  • Ok-Kyeong Kim – Teacher capacity for using existing resources productively.
  • Nolwenn Quéré – Collective designing of Open Educational Resources: what effects on teachers' design capacity? 
  • Ana Barbosa & Isabel Vale – Math Trails: a resource for teaching and learning.
  • Isabel Vale & Ana Barbosa – Visual solutions as a resource to promote mathematical learning.
  • Henri-Claude Argaud, Jacques Douaire & Fabien Emprin – The evolution of a resource stemming from research.
  • Anderson Rodriguez, Paula Baltar & Franck Bellemain – Analysis of a Task in three Environments: paper and pencils, manipulative materials and Apprenti Géomètre 2.
  • Fangchun Zhu – The sequence of mathematics tasks in the computer environment (Poster).
  • Katalin Gosztonyi – Teachers documentary work with series of problems.

WG 4: Transitions towards digital resources: change, invariance, and orchestration (slides of the WG4 final report to be downloaded)

Coordinators: Paul Drijvers (Utrecht University, the Netherlands), Verônica Gitirana (Federal University of Pernambuco, Brazil), John Monaghan (Agder University, Norway & University of Leeds, U.K.), and Samet Okumus (Recep Tayyip Erdogan University, Turkey)


Digital resources have become an important part of teachers’ and students’ resource systems. The integration of digital resources into teaching and learning practices, however, raises many questions to teachers and educators.

  • How to choose appropriate resources from the myriad of available options?
  • How to adapt these resources to the specific learning goals at stake?
  • How to orchestrate the students’ use of the digital resources?
  • What do student resource systems look like? How to prepare pre- and in-service teachers for these challenging tasks?
  • Which role can digital resources play in assessment?
  • Which opportunities do they offer for new learning formats, such as blended learning and flipped classrooms? How do classroom experiences inform the (re)design of a digital resource?
  • What are the options for personalized learning in adaptive environments?

In this Working Group, these issues will be addressed from theoretical perspectives, including instrumental genesis, instrumental orchestration and documentational genesis.


  • Freddy Villamizar, Carlos Cuevas & Magally Martinez – A proposal of instrumental orchestration to integrate the teaching of Physics and Mathematics.
  • Rosilângela Lucena, Verônica Gitirana & Luc Trouche – Meta-orchestration Instrumental for teacher education.
  • Sylvaine Besnier – Orchestrations at kindergarten: articulation between manipulatives and digital resources.
  • Anders Støle Fidje – Orchestrating the use of student-produced videos in mathematics teaching
  • Samet Okumus & Ali Sabri Ipek – Pre-service mathematics teachers’ investigation of the constraints of mathematical tools.
  • Tugce Kozakli Ulger & Menekse Seden Tapan-Broutin – Transition from a paper-pencil to a technology-enriched teaching environment: a teacher use of technology and resource selection.
  • Amanda Thomas & Alden J. Edson – An Examination of Teacher-Generated Definitions of Digital Instructional Materials in Mathematics.
  • Osama Swidan, Ferdinando Arzarello & Cristina Sabena – Teachers’ intervention to foster inquiry based learning in a dynamic technological environment. 
  • Giorgos Psycharis & Elissavet Kalogeria – TPACK addressed by trainee teacher educators’ documentation work
  • Rogério Ignácio, Verônica Gitirana & Rosana Lima – The birth of the documentary system of mathematics preservice teachers in a supervised internship with the creation of a digital textbook chapter
  • Gael Nongni & Lucie DeBlois – Planning of the teaching of the standard deviation using digital documentary resources
  • Franck Bellemain, Amanda Rodrigues & Anderson Rodrigues – LEMATEC Studium: a support resource for teaching mathematics
  • Eivind Hillesund – Using an app to collect data on students’ use of resources for learning mathematics
  • Menekse Seden Tapan-Broutin – Analysis of the Use of Resources on Internet by Pre-service Mathematics Teachers
  • Marianne van Dijke-Droogers, Paul Drijvers & Arthur Bakker – From sample to population: A hypothetical learning trajectory for informal statistical inference
  • Cerenus Pfeiffer & Mdutshekelwa Ndlovu – Teaching and learning of function transformations in a GeoGebra-focused learning environment
  • José Vieira do Nascimento Júnior, Edmo Fernandes Carvalho & Luiz Márcio Santos Farias – Creation of innovative teaching situation through instrumental genesis to maximize teaching specific content: acid-base chemical balance
  • José Orozco, Armando Cuevas, Humberto Madrid & Luc Trouche – A proposal of instrumental orchestration to introduce eigenvalues and eigenvectors in a first course of linear algebra for engineering students
  • Pedro Lealdino Filho & Christian Mercat – Teaching computational thinking in class: A case for unplugged scenario
  • Sônia Igliori et Marcio Vieira de Almeida – Un support numérique pour le travail de documentation des enseignants de mathématiques de l'EFII (Collège, en France)
  • Tiphaine Carton – From digital "bricolage" to the start of collective work? What influences do secondary teachers non-formal digital practices on their documentation work?
  • Elisabete Cunha – Digital resources: origami folding instructions as lever to mobilize geometric concepts to solve problems
  • Jeffrey Choppin – Exploring teachers’ design processes with different curriculum programs
  • Elena Naftaliev – Prospective teachers’ interactions with interactive diagrams: semiotic tools, challenges and new paths
  • Jorge Gaona – Instructors’ decision making when designing resources: the case of online assessments.
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