EDUCATORS’ DOCUMENTATION WORK FOR THE BUILDING OF AN INQUIRY COMMUNITY WITH TEACHERS

This paper is aimed to analyse the relationships between the educators’ documentation work, in the context of a professional development program for in-service mathematics teachers, and their goal of building an inquiry community with the teachers who participate. The three examples of documents, analysed according to the Documentational Approach to Didactics framework, show how the educators base their documentation work on different types of resources. The choice of these resources and their schemes of utilization are deeply connected with the characteristics of inquiry communities, involving educators and teachers in a co-work and co-learning agreement.