Abstract
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.
