Comfortable or Lost in Paradise? - Affordances and Constraints of Mathematics e-textbooks in/for Curriculum Enactment
Résumé
This particular paper reports on the investigation of (selected) French mathematics teachers’ interactions with and use of a commonly used mathematics e-textbook (Sesamath), individually and collectively. Using three recent studies on teachers’ work with Sesamath, and leaning on theoretical frames from the area of curriculum design and instructional design with technology, we identify several dimensions of “design”, that is mathematics teachers working as designers. Moreover, we claim that the affordances of digital resources are related to the opportunities for “design” by mathematics teachers, of their own curriculum materials in/for instruction; and for the development of teachers’ mathematics-didactical design capacity.