Uses of Online Resources and Documentational Trajectories: The Case of Sésamath

Abstract

This chapter questions the way teachers’ collective work helps them to design resources requested by curricular changes. Situated within the framework of the Documentational Approach to Didactics, it addresses this issue in analyzing the case of Sesamath, a French teacher association designing free resources, particularly textbooks, for their colleagues. This analysis uses two lenses, the first focusing on a designer of a Sésamath textbook, the second one focusing on Sésamath textbook users, evidencing the influences of teachers’ collective activity on their documentation work. For conceptualizing theses influences, two concepts are proposed: the concept of documentational experience, and the concept of documentational trajectory.