https://video.irem.univ-paris-diderot.fr/videos/watch/d95180f2-e96c-4781-9b80-d44104b7b364 Understanding Documentation Expertise through the lens of Resource System: A tale of “failed” Teaching Research Group in China Researches on teacher professional development claimed the importance of collective working. Teachers’ working together, with a cultural and institutional root in China, was even revealed as a killer reason for succeeding in TIMSS and PISA. Very often, papers report successful case studies where teachers benefit from collective work, but institutional construction doesn't ensure individual teachers’ success. We are left wondering about the less successful cases, to see what went wrong, what we might learn from the failure, to have a lasting impact. This presentation takes a Teaching Research Group (TRG) of a middle school from South-eastern China, where 17 mathematics teachers were involved in a “teaching improvement program” conducted by the author during 6 months. They are excellent atoms seen from resumes, but not good as a TRG community. The data collected and analyzed include field notes, interviews with the TRG leader and her drawing of resource system. The “failed case” was further verified and reflected with the theories of Community of Practice and DAD: the true beneficial collective work needs resources to be ‘lived’ by connect and circulated. Cao, Y., Leung, F.K.S. (eds) (2018). The 21st Century Mathematics Education in China. New Frontiers of Educational Research. Springer, Berlin, Heidelberg. Pepin, B., Gueudet, G., & Trouche, L. (2013). Re-sourcing teachers’ work and interactions: a collective perspective on resources, their use and transformations. ZDM - Mathematics Education, 45(7), 929–944. Pepin, B., Xu, B., Trouche, L., & Wang, C. (2016). Developing a deeper understanding of mathematics teaching expertise: Chinese mathematics teachers’ resource systems as windows into their work and expertise. Educational studies in Mathematics, 94(3), 257–274. Trouche, L., Gueudet, G., & Pepin, B. (Eds.) (2019). The 'resource' approach to mathematics education. Springer Series Advances in Mathematics Education. Cham: Springer. Wang, J. (2013). Chinese mathematics education: Tradition and reality. Nanjing: Jiangsu Educational Press. Wenger, E. (1998). Communities of Practice: Learning, Meaning, and Identity. Cambridge: Cambridge University Press. Thu, 01 Oct 2026 13:40:42 GMT https://validator.w3.org/feed/docs/rss2.html PeerTube - https://video.irem.univ-paris-diderot.fr https://video.irem.univ-paris-diderot.fr/client/assets/images/icons/icon-96x96.png https://video.irem.univ-paris-diderot.fr/videos/watch/d95180f2-e96c-4781-9b80-d44104b7b364 All rights reserved, unless otherwise specified in the terms specified at https://video.irem.univ-paris-diderot.fr/about and potential licenses granted by each content's rightholder.