Design of Resources for and by Mathematics Teachers: The Process of Internalization in MOOCs

In the context of mathematics teacher education programs, Massive Open Online Courses (MOOCs) have been offered in many countries. In this chapter, we focus on a joint study of two MOOCs developed by research teams in France and Italy, where mathematics teachers have been engaged in the design of resources for teaching, in two different institutional contexts. The framework of Meta-Didactical Transposition (MDT) is used to study the internalization processes that characterize the evolution of teachers’ didactical and meta-didactical praxeologies related to the task of resource design. In particular, we are interested in investigating the role played by the digital resources designed by didacticians in fostering and supporting such internalization processes when the teachers interact with them within MOOCs. Our analysis highlights the emergence of three types of digital resources that prove to be particularly effective in fostering and supporting such internalization.