From Text to 'Lived' Resources

Foreword:
R. Sträßer, Professor of Mathematics Education, Giessen, Germany. -
Introduction:
G. Gueudet, B. Pepin & L. Trouche. -
Section 1: Teacher resources. -
Chap. 1 (J. Adler): Knowledge resources in and for school mathematics teaching. - Chap. 2 (G. Gueudet & L. Trouche): Teachers work with resources: documentational geneses and professional geneses. - Chap. 3 (G. Sensevy): Patterns of didactic intentions, thought collective and documentation work. - Chap. 4 (M. A. Mariotti & M. Maracci): Resources for the teacher from a semiotic mediation perspective. - Reaction to section 1: B. Barton, President of ICMI, University of Auckland, New Zealand. -
Section 2: Text and Curriculum resources. -
Chap. 5 (K. Ruthven): Constituting Digital Tools and Materials as Classroom Resources. - Chap. 6 (J. Remillard): Modes of Engagement: Understanding Teachers Transactions with Mathematics Curriculum Resources. - Chap. 7 (B. Pepin): Task analysis as `Catalytic Tool for feedback and teacher learning: Working with teachers on mathematics curriculum materials. - Chap. 8 (W. Schmidt): The Cumulative Effects of Middle School Tracking: How Content Coverage Varies. - Chap. 9 (C. Proust): Teachers writings and students writings : school material in Mesopotamia. - Reaction to section 2: M. Swan, Professor of Mathematics Education, Shell Centre, The University of Nottingham, UK. -
Section 3: Use of resources. -
Chap. 10 (C. Kieran, D. Tanguay & A. Solares): Researcher-designed resources and their adaptation within classroom teaching practice. - Chap. 11 (D. Forest & A Mercier): Classroom' s video data and teaching resources: Some thoughts on teacher education. -Chap. 12 (S. Rezat): Interactions of teachers' and students' use of mathematics textbooks: A study of documentational genesis. - Chap. 13 (M. Trigueros & D. Lozano): Teachers teaching mathematics with Enciclomedia. - Chap. 14 (P. Drijvers): Teachers transforming resources into orchestrations. - Reaction to section 3: L. Radford, Professor of Mathematics Education, Laurentian University in Ontario, Canada. -
Section 4: Collaborative use. -
Chap. 15 (C. Winsløw): A comparative perspective on teacher collaboration: the cases of lesson study in Japan and of multidisciplinary teaching in Denmark. - Chap. 16 (G. Gueudet & L. Trouche): Communities, documents and professional geneses: interrelated stories. - Chap. 17 (J. Visnovska, P. Cobb & C. Dean): Mathematics teachers as instructional designers: what does it take? . - Reaction to section 4: B. Jaworski, Chair in Mathematics Education, Loughborough University, UK. -
Closing reaction:
D. Lowenberg Ball, Professor in Education, Dean, School of Education, University of Michigan, USA. -
Conclusion:
the editors.