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‪This contribution provides a theoretical model of the choice and development of course material and illustrates it with reference to six mathematics teachers in French-speaking Belgium. Our theoretical model combines the process of documentary genesis with Actor-Network Theory, following the recent trend of reflecting the importance of materiality in the educational sciences. We illustrate our theoretical model through a multi-case study of six teachers. This empirical illustration has identified different categories of “actors” (external, internal and mixed actors) which play a decisive role in the choice or development of course material and that external actors, in particular, have a major impact. The results lead to a reflection on teachers’ professionalism in their use of course material and shed light on the informal pressure of collegiality.‪