Calculators as digital ressources
Résumé
New handheld calculators can be seen both as artefact allowing calculation and representation of mathematical objects, and resources for students and teachers allowing to store and to share data. Both teachers and students get hold of these potentialities and develop their own uses in distinct dynamics. Studying the interactions between teachers and students gives clues to understand the trajectories of these dynamics and the role played by the calculators in the construction of knowledge. Taking the opportunity of a wide introduction of handheld calculators in classrooms, we observe the conditions allowing transforming the artefacts into documents, part of the set of resources of teachers and students. The methodology takes into account long time observations, in a qualitative case study. The results show how different functionalities can be shared among teachers and students but also why and how other functionalities remain private and hidden.