Y. Chevallard, L'analyse des pratiques enseignantes en théorie anthropologique du didactique, Recherches en didactique des mathématiques, vol.19, issue.2, pp.221-265, 1999.

Y. Chevallard, La transposition didactique : du savoir savant au savoir enseigné, 1985.

G. Gueudet and L. Trouche, Towards new documentation systems for mathematics teachers?, Educational Studies in Mathematics, vol.15, issue.2, pp.199-218, 2009.
DOI : 10.1007/978-94-011-5194-8_15
URL : https://hal.archives-ouvertes.fr/hal-00459432

B. Jaworski and S. Goodchild, Inquiry community in an activity theory frame, Proceedings of the 30th Conference of the International Group for the Psychology of Mathematics Education, pp.353-360, 2006.

B. Pepin, G. Gueudet, and L. Trouche, Re-sourcing teachers? work and interactions: a collective perspective on resources, their use and transformation, ZDM, vol.41, issue.1, pp.45-929, 2013.
DOI : 10.1007/s11858-013-0534-2
URL : https://hal.archives-ouvertes.fr/hal-00855616

O. Robutti, A. Cusi, A. Clark-wilson, B. Jaworski, O. Chapman et al., ICME international survey on teachers working and learning through collaboration, ZDM, issue.5, pp.48-651, 2016.
DOI : 10.1007/s11858-016-0797-5
URL : http://doi.org/10.1007/s11858-016-0797-5

D. Shah, Less Experimentation, More Iteration: A Review of MOOC Stats and Trends in 2015, Online Class Central, 2015.

J. Trgalová and P. Richard, Analyse de ressources comme moyen de développement professionnel des enseignants Enseignement des mathématiques et contrat social : enjeux et défis, pp.908-918, 2012.

P. Verillon and P. Rabardel, Cognition and artifacts: A contribution to the study of though in relation to instrumented activity, European Journal of Psychology of Education, vol.30, issue.3/4, pp.77-101, 1995.
DOI : 10.3406/enfan.1989.1884

E. Wenger, R. Mcdermott, and W. Snyder, Cultivating communities of practice: a guide to managing knowledge, 2002.

E. Wenger, Communities of practice: learning, meaning, and identity, 1998.
DOI : 10.1017/CBO9780511803932