(Missed) opportunities for teaching and learning with digital resources: what and why

We report on teacher use and appreciation of the distinctively digital affordances of a publisher’s mathematics resources for English 11-16-year-old students. The data come from the first year of our two-year study and were gathered through teacher interviews and observations. We show that, as is common with other digital resources, teachers’ use is currently under-developed, and we discuss reported reasons for that. We show that, in addition to common technical and familiarity challenges, the demands of preparation for teaching a new curriculum across the age range currently marginalize other teacher development, including for effective use of resources perceived to be well-designed to support that curriculum change.