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 12 Instructional Activity and Student Interaction with Digital Resources

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