Advancing Mathematics Education on Digital Resources: A Reciprocity Between Theory, Methodology, and Design

What can be the role of theoretical frameworks, methodological approaches, and design considerations in the advancement of mathematics education involving digital resources? A response to this question involves conceptualization of interrelationships between theory, methodology, and design, as well as the digital resources themselves. We contend there is reciprocity between theory, methodology, and design in relationship to digital resources. To begin, we theorize digital resources, articulating processes through which digital artifacts may become digital curricular resources. Acknowledging that digital resources are not neutral, we draw out ontological, epistemological and axiological dimensions in the design and implementation of resources. Drawing on the eight contributions in this handbook section as sources of data, we offer three emerging themes. First, digital resources can be objects of study, to advance theory and methodology to examine the educational potential of such resources for teaching and learning mathematics. Second, novel theoretical and methodological approaches with digital resources contribute to the investigation of problems of practice at different grain sizes, spanning individual classrooms, departmental change efforts, and interdisciplinary collaborations. Third, digital resources have also become central to programs of research and design, and they can play a role in advancing theorizing and methodological work. We conclude with a scientific reflection on how the researchers have navigated the complexity of advancing the field and provide implications for future research.