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In this conceptual review paper we draw on recent literature with respect to digital curriculum resources (DCR); we briefly outline and explain selected theoretical frames; and we discuss issues related to the design, and the use (by teachers and students) of digital curricula and e-textbooks in mathematics education. The results of our review show the following. Firstly, whilst there are some contrasting tendencies between research on instructional technology and research on DCR, these studies are at the same time predominantly framed by socio-cultural theories. Secondly, whilst there seems to be a continuing demarcation between the design(er) and the use(r), there is at the same time an emerging/increasing understanding that design continues in use, due to the different nature and affordances of DCR (as compared to traditional text curriculum resources). Thirdly, there is an apparent weakening of traditional demarcations between pedagogy and assessment, and between summative and formative assessment techniques, due to the nature and design of the automated learning systems. Fourthly, there is an increasing need for understanding the expanded space of interaction associated with the shift from static print to dynamic/interactive DCR, a shift that has the potential to support different forms of personalised learning and interaction with resources. Hence, we claim that DCR offer opportunities for change: of understandings concerning the design and use of DCR; of their quality; and of the processes related to teacher/student interactions with DCR—they provide indeed the foundations for change.
Pepin et al. (Sat,) studied this question.
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