Studying Teacher Collaboration with the Documentational Approach: From Shared Resources to Common Schemes?

International audienceIn this theoretical contribution we discuss in which ways the Documentational Approach to Didactics, more particularly ‘schemes’, contribute to our understandings of mathematics teacher collaboration when they interact with (digital) curriculum resources, and of the outcomes of such interactions. We analyze three studies of mathematics teacher collaboration and interaction with resources through the lens of ‘scheme/s’. We contend that whilst theoretically we anticipated the existence of collective schemes, from our three studies we could not detect any regularity in the mobility of the same operational invariants. However, we can claim that the move from teachers’ individual to agreed shared schemes had, in turn, influenced and modified their individual schemes, and hence enhanced their professional learning