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In the context of a community of practice (CoP), eleven secondary mathematics teachers collaborated in exploring various resources that aim to support teaching statistics that fosters learners in developing statistical thinking and reasoning (DSTR). The tracking of a certain material resource, namely the dynamic software tools for statistics instruction (STSI), revealed three phases in the process of the resource's integration in the community's shared repertoire. A qualitative analysis illuminates the characteristics and particularities of each phase in terms of the negotiation of meaning with respect to the practice of the community. We also consider and discuss aspects that seem to frame the transition among the various phases of this process and implications for the re-sourcing process of the DSTR practice. © 2019 Elsevier Inc. |
