Transformation of Mathematics Education Environments by Digital Resources

In this introductory chapter, we first introduce the book as a whole: its motivation, the scope of its coverage, and the way it is organized, briefly locating each section (with its chapters) within this framework. Second, we use Activity Theory and its principles of contradictions and tensions as a theoretical framework to identify and analyze contradictions that arise in mathematics education (teaching and learning) environments where Digital Resources are used. Our “data” are the chapters of this handbook. An inductive approach to data analysis based on the interactions between the theoretical framework and the chapters is used to provide evidence about the contradictions. The results show that contradictions manifest themselves as tensions in different systems: (1) classroom teaching and learning systems with digital resources; (2) professional learning and design systems; and (3) broader political and institutional systems; or between such systems. We claim that Activity Theory has provided us with a lever for developing insights across the Activity Systems and hence to better understand the transformations caused by the introduction of digital resources in the mathematics education environments.