The present thesis treats the relation between the individual and community documentation of mathematics teachers. The study was carried out in two contrasting fields. The first field consists of an institutional community: mathematics teachers of a high school, whose classrooms are simultaneously equipped with complex technology; the second field consists of an associative community: a working group of Sésamath association that designs a digital Textbook for the grade 10. In the two cases, we are interested in the teaching of calculus, because of the importance and complexity of this mathematical field in high school. The thesis proposes new theoretical concepts (visions, teacher's world, and community world) and methodological developments to capture individual and community documentations in their structure, their dynamics and their interactions. It highlights, in the two fields of study, critical moments of these processes, documentary incidents, which appear as both revealing and accelerators. It demonstrates the potential these incidents have to develop articulations, global or local, between individual and community documentations.
