No abstract

International audienceWe study in this article mathematics teachers' documentation work: looking for resources, selecting/designing mathematical tasks, planning their succession, managing available artifacts, etc. We consider that this documentation work is at the core of teachers' professional activity and professional development. We introduce a distinction between available resources and documents developed by teachers through a documentational genesis process, in a perspective inspired by the instrumental approach. Throughout their documentation work, teachers develop documentation systems, and the digitizing of resources entails evolutions of these systems. The approach we propose aims at seizing these evolutions, and more generally at studying teachers' professional change

DOI to the publisher's website. • The final author version and the galley proof are versions of the publication after peer review. • The final published version features the final layout of the paper including the volume, issue and page numbers. Link to publication General rights Copyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright owners and it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights. • Users may download and print one copy of any publication from the public portal for the purpose of private study or research. • You may not further distribute the material or use it for any profit-making activity or commercial gain • You may freely distribute the URL identifying the publication in the public portal. If the publication is distributed under the terms of Article 25fa of the Dutch Copyright Act, indicated by the "Taverne" license above, please follow below link for the End User Agreement:

International audienceThis chapter will highlight the interest and necessity of considering a plurality of perspectives (or dimensions) when addressing the issue of the integration of information and communication technologies (JCT) into the teaching and learning of mathematics. It will also show how this multidimensional perspective can be efficient for an analysis of the existing literature.The paper draws on a meta–study of a comprehensive corpus of publications about research and innovation in the world–wide field of the integration of JCT from 1994 to 1998, For this study we built a multidimensional framework and a data analysis procedure, and obtained a synthesis of literature. The study of ten research papers that the statistical procedure made appear as paradigmatic examples helped to discern an evolution towards more awareness of the complexity of JCT integration. The multidimensional framework aims to provide innovators and researchers with a set of references to deal with this complexit