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This paper focuses on the documentation work in the mathematics teaching. Weshow up the individual and collective components of this documentation. Wepresent a new theoretical framework, the documentational approach which seemsadapted for studying this issue. We applied it on a particular project of theFrench teachers association S\'esamath: the collective design of an onlinemathematics textbook. We present a methodology for observing both thiscollective project and the case of Ana\"is, a teacher involved in this project.We study her professional interest in S\'esamath, her didactical interactionswith the other project members, and their effects on her professionalknowledge.

Collective design of an online math textbook: when individual and collective documentation works meet