The co-design of a c-book by students and teachers as a process of meaning generation: The case of co-variation

International audienceIn this study we focus on the role of students as co-designers of digital resources for learning mathematics. Students with the use of c-book technology construct in collaboration with their teachers units of narrative blended with artifacts and constructions designed with digital tools for mathematics education, acting as designers. We see the design phase as a learning process for students, searching for new mathematical meanings that emerge around the concept of co-variation. For our analysis we use the lens of Documentational Approach as a means of a deeper understanding of the learning process