References
- Adler, J. (2000). Conceptualising resources as a theme for teacher education. Journal of Mathematics Teacher Education, 3, 205–224. doi:10.1023/A:1009903206236
- Brousseau, G. (1997). Theory of didactical situations in mathematics. Dordrecht: Kluwer.
- Chevallard, Y. (2006). Steps towards a new epistemology in mathematics education. In M. Bosch (Ed.), Proceedings of the fourth congress of the European society for research in mathematics education (pp. 21–30). Barcelona: FUNDEMI-IQS.
- Gueudet, G., Buteau, C., Mesa, V., & Misfeldt, M. (2014). Instrumental and documentational approaches: From technology use to documentation systems in university mathematics education. Research in Mathematics Education, 16(2), 139–155.
- Gueudet, G., & Trouche, L. (2009). Towards new documentation systems for mathematics teachers?Educational Studies in Mathematics, 71, 199–218. doi:10.1007/s10649-008-9159-8
- Guin, D., & Trouche, L. (1999). The complex process of converting tools into mathematical instruments. The case of calculators. The International Journal of Computers for Mathematical Learning, 3, 195–227. doi:10.1023/A:1009892720043
- Pepin, B. ( in press). Using the construct of didactic contract to understand student transition into university mathematics education. In I. Lamprianou (ed. of special issue) “International perspectives of transition to higher education: Issues of social justice and participation”. Policy Futures in Education.
- Pepin, B., Gueudet, G., & Trouche, L. (Eds.). (2013). Re-sourcing teacher work and interaction: New perspectives on resource design, use and teacher collaboration. Special Issue of ZDM, The International Journal on Mathematics Education, 45(7), 929–944.
- Rabardel, P. (1995/2002). Les hommes et les technologies: Approche cognitive des instruments contemporains [People and technology, a cognitive approach to comtemporary instruments]. Paris: Armand Colin. Retrieved from http://ergoserv.psy.univ-paris8.fr/Site/default.asp?Act_group=1
- Reeves, T. C., Herrington, J., & Oliver, R. (2005). Design research: A socially responsible approach to instructional technology research in higher education. Journal of Computing in Higher Education, 16(2), 97–116. doi:10.1007/BF02961476
- Ruthven, K. (2013). From design-based research to re-sourcing ‘in the wild’: Reflections on studies of the co-evolution of mathematics teaching resources and practices. ZDM- The International Journal on Mathematics Education, 45, 1071–1079. doi:10.1007/s11858-013-0547-x
- Salaün, J.-M. (2012). Vu, lu, su, les architectes de l'information face à l'oligopole du web [Seen, read, known: Information architects facing the oligopoly of the web]. Paris: La découverte.
- Sanchez, M. (2010). Orquestación documentacional: herramienta para la estructuración y el análisis del trabajo documentacional colectivo en línea [Documentational orchestration: Instruments for structuring and analysing the collective documentary work online]. Recherches en didactique des mathématiques, 30, 337–397.
- Trouche, L. (2004). Managing complexity of human/machine interactions in computerized learning environments: Guiding students' command process through instrumental orchestrations. International Journal of Computers for Mathematical Learning, 9, 281–307. doi:10.1007/s10758-004-3468-5
- Vergnaud, G. (1982). Cognitive and developmental psychology and research in mathematics education: Some theoretical and methodological issues. For the Learning of Mathematics, 3(2), 31–41.