This paper presents a systematic survey of research on digital mathematics textbooks (DMTs), with a particular focus on the design and development of DMTs. A total of 65 studies on DMTs were identified and collected from different data sources including journal articles, dissertations and theses, conference proceedings and research reports over the last three decades, and among them, about one third focused on the design and development of DMTs. The results show that the forms of DMTs have gradually moved from CD-based to web-based, tablet-based, and combined-platform-based, which often incorporate multi-media, multi-representation, feedback and evaluations, interactives, and hyperlinks features. Most of them were on one lesson/chapter, with a limited and narrow scope of mathematics content. There is a need for more collaborations between teachers, researchers, textbook designers, and IT developers in the design and development of DMTs. The paper concludes with suggestions for directions for future research.