Teachers' collective documentation work: a case study on tolerance intervals

GHISLAINE GUEUDET; PARRA VERÓNICA

Dublin

Congreso; 10th Congress of European Research in Mathematics Education (CERME 10).; 2017

Institute of Education, Dublin City University

In this paper we use the documentational approach to investigate teachers´ collective work. We follow two teachers, preparing together a lesson on tolerance intervals for grade 11. We identify Mathematical Knowledge for Teaching (MKT) that influences the use of resources by the teachers. We evidence that their collective work fosters an important documentation work; but we observe significant differences between the documents developed by the two teachers.