Chapter 1 Open Educational Resources: A Chance for Opening Mathematics Teachers’ Resource Systems?

Chapter 2 Textbook Use by Teachers in Junior High School in Relation to Their Role

Chapter 3 A Comparative Study on the Presentation of Geometric Proof in Secondary Mathematics Textbooks in China, Indonesia, and Saudi Arabia

Chapter 4 Examining Teachers’ Interactions with Curriculum Resource to Uncover Pedagogical Design Capacity

Chapter 5 Disaggregating a Mathematics Teacher’s Pedagogical Design Capacity

Chapter 6 Teachers’ Selection of Resources in an Era of Plenty: An Interview Study with Secondary Mathematics Teachers in England

Chapter 7 Teachers as Designers of Digital Educational Resources for Creative Mathematical Thinking

Chapter 8 Curriculum Support for Teachers’ Negotiation of Meaning: A Collective Perspective

Chapter 9 Mathematics Teachers’ Expertise in Resources Work and Its Development in Collectives: A French and a Chinese Cases

Chapter 10 Role of Context in Social Creativity for the Design of Digital Resources

Chapter 11 Uses of Online Resources and Documentational Trajectories: The Case of Sésamath

Chapter 13 Resourcing Teachers in Transition to Plan for Interactions with Students’ Ideas

Chapter 14 Prospective Teachers’ Interactions with Interactive Diagrams: Semiotic Tools, Challenges and Well-Trodden Paths

Chapter 15 Teacher Decisions on Lesson Sequence and Their Impact on Opportunities for Students to Learn

Chapter 16 Present Research on Mathematics Textbooks and Teachers’ Resources in ICME-13: Conclusion and Perspectives

Chapter 17 Enhancing Teacher Learning with Curriculum Resources