This paper examines a cooperation between teachers and researchers. This cooperative engineering (Sensevy, Forest, Quilio and Morales, 2013; Joffredo-Le Brun, , 2018) is currently composed of one researcher and three teachers working with students aged 10 to 11 (fourth and fifth grade). The aim is to develop a common background around the development of students’autonomy during the use of technological resources. In the analysis, we focus on autonomy, in relationship with the status of the knowledge at stake in the teaching-learning situation: autonomy in the mobilization of knowledge that is considered as learned or that should have been learned (old), and autonomy in acquisition , when it comes to learn new knowledge (new).

Ben Zvi and Sfard (2007) distinguish two forms of autonomy: the "object" level and the "meta" level. They develop a perspective where knowledge is seen as the discourse shared by a certain community. At the "object" level, the student will be able to explore knowledge by himself because it’s close to the speeches already known by the student. He may be able to do so as part of an individual work. At the "meta" level, the student must access new knowledge which is far from what he knows. In other words, this new knowledge is equivalent to a complete new discourse. This process suppose a collective which can help the student. In the analysis, we also focus our attention on actions (gestures and speeches) of teachers and students in the classroom Who engage in shared discourses. To modelize the action we refer to the Joint Action Theory in Didactics (JATD, Sensevy, 2014). Teaching and learning can be seen as a cooperative game : the teacher wins if and only if he manages to get the students to play and win. The students win if they succeed in what is to be done. The analysis of the joint action in the classroom is done by the teachers and the researcher, in a cooperative way. We try to understand together what’s going on when some technological resources are used in the classroom. We assume that we can produce together results that we could not have achieved on our own. Joint actions are analyzed at two levels, at the collective level and at the classroom level. Within the framework of this cooperation, we deal with the following questions: What are the actions of students and teachers around knowledge, old or new, when a technological resource is available ? How do exchanges within the collective of teachers and researchers lead to understand and improve teacher’s practices?

This is the first year of this research. In a first step, the teachers and the researcher got to know each other. Teachers answered a questionnaire on their conceptions of technological resources related to the development of autonomy. In a second step, the researcher videotaped classroom sessions when students use or not digital media (computer, tablet) and technological resources (conjugator). During the meetings with teachers and researcher, teachers share their session including technological resources. These meetings are also videotaped. We analyze together the targeted knowledge, old or new. The researcher or the teachers can focus on moments they finds interesting. In this paper, we present a class session and the interview with one of the teachers. The teacher has organized habits with his class. He has decided to let students write in the pencil-paper environment. Students are able to search words on the Internet without their teacher. Students are used to such an organization.

At this time of the research, two results can be pointed. A first result concerns the teacher's role: the teacher has to manage specific difficulties, which couldn't be anticipated. For example, he has to help student to correct a mistake. Student has resolved his problem with a technological resource on his own. He’s sure of his answer. He’s not ready to hear that he’s wrong. So the teacher has an important role to help him. He is confronted with false writings produced by the students. He must therefore understand the student's approach. He must explain why the reasoning is not appropriate. The joint action is described and then analyzed to show these specific difficulties, in front of the students sure of their answer. A second result is the description and analysis of what students do alone on the computer. The teacher is not there during these moments. Some students try to write words, words they can't write (new knowledge). They cannot overcome the problem on their own. The collective analysis between professors and researchers at these moments helps to raise the problem. We show how the analysis permit to prepare the next step, developing new teaching strategies. In the cooperative engineering, describing and analyzing the joint action with technological resources could raise the understanding of the role of these technological resources for learning new or old knowledges, from a common viewpoint from teachers and researchers. The moments of exchange between the teachers and the researcher lead us to consider a collective writing of a new session for the following year. The implementation of the new session will be videotaped and analyzed again in an iterative process (Myakawa & Winslow, 2009).

Ben-Zvi, D. et Sfard, A. (2007). Ariadne's thread, Daedalus' wings and the learners autonomy. Education & didactique, 1(3), 117-134. Joffredo-Le Brun, S., Morelatto, M., Sensevy, G. & Quilio, S. (2018). Cooperative Engineering in a Joint Action Paradigm.European Educational Research Journal. Miyakawa, T. et Winsløw, C.(2009). Didactical designs for student's proportional reasoning: an ''open'' approach lesson and a ''fundamental situation''. Educational studies in Mathematics, 72-2, 199-218. Sensevy, G., Forest, D., Quilio, S. et Morales, G. (2013). Cooperative engineering as a specific design-based research. ZDM, The International Journal on Mathematics Education, 45(7), 1031-1043. Sensevy, G. (2014). Characterizing teaching effectiveness in the Joint Action Theory in Didactics: an exploratory study in primary school, Journal of Curriculum Studies, 46/5, 577-610.