With a background of great changes of curriculum reform in France, there comes the new challenge for both (1) the new teaching contents such as the new content of algorithmic and (2) their working way in collective, such as inter-discipline teaching practice and three-year-cycles. In this study, we are interest to see the way the mathematics teachers react to the new challenges from a resource view. The two notions of documentational experience and documentation expertise are used through a case study of Anna and Cindy in our research.