MOOC as a resource for teachers’ collaboration in educational program

MOOCs can be understood as digital resources for teachers, because they are a repository of many other digital powerful resources for teaching mathematics, with which teachers can interact by themselves or each other inside the MOOC environment. The aim of our paper is to answer the following specific research question: how to analyze the interactive nature of a MOOC and its influence on teachers’ learning? The answer is linked to the elaboration of a suitable theoretical framework. It was born thanks to our involvement in different teaching experiments with some Italian MOOCs, designed and delivered for mathematics teachers’ professional development.