数学教材是官方课程的重要组成部分、是课程内容的主要载体，更是教与学的主要工具。数学教材建设及其实施效果事关课程资源进一步丰富、课程改革进一步推进、育人目标进一步达成，以及教育强国政策的进一步落实。随着二十一世纪科技的飞速发展，数学教材历经了从传统纸质教材到数字化教材的逐步转型。近年来，研究人员和技术开发者致力于数学数字教材的设计和开发，中国政府亦推出了政策以支持数字教材的发展，推动了中国数学数字教材理论层面的建设研究。数字教材的实施成效是发挥数字教材育人价值的关键因素，但是在基础教育特别是中学教育阶段，中国对于数学数字教材的实施成效及其对教学的影响等相关实践研究仍显不足。鉴于此，亟需对数学数字教材研究进一步细化与补充，深入开展与完善相关理论建设及实践实证研究。

前期研究表明，目前中国仅有少数数学教师频繁使用数字教材，且他们在数字教材的使用上仍存在诸多困惑与挑战，亟需数学数字教材使用的典型经验。因此，本研究聚焦数学数字教材使用的典型做法与成效检验，深入探讨数字教材使用经验丰富的数学教师如何有效地利用数字教材及其对教学过程和学习成果的影响。具体来说，本研究内容主要包括以下三个方面：1. 探究经验型数学教师如何运用数学数字教材开展《二次函数》单元的教学工作；2. 检验数学数字教材对教学过程特别是课堂师生互动的影响；3. 评估数学数字教材对学生数学成就的影响。

本研究采用实证研究方法，通过目的性抽样（purposive sampling）方式，选取了一位具有15年以上教学经验、使用数学数字教材两年以上并承担省部级数学数字教材项目的中学数学教师，以及该教师执教的两个八年级教学班的69名学生作为研究对象。本研究选用人民教育出版社出版的、符合国家数学课程标准的数学数字教材，在《二次函数》单元上进行了为期三周的课堂追踪，并通过课堂观察法、录像分析法、前测-后测准实验法和访谈法等多种方式收集了数据。通过GSEQ 5.1，SPSS 22.0及NVIVO等软件分析数据，获得以下研究发现并给出相应建议。

对于第一个研究内容，研究者使用TIMSS 1995课堂视频分析框架系统地分析了经验型数学教师利用数学数字教材开展《二次函数》的教学过程，聚焦于教师教与学生学的各个过程阶段（引入、探索、解释、扩展和评估）。研究发现，经验型数学教师频繁地提出开放式问题，并为学生提供了大量使用数学数字教材探索数学知识的学习机会。数学数字教材中的动态数学软件、交互式动画和交互式练习题等工具，被有效运用于二次函数内容的可视化、探索和评估环节中。值得注意的是，经验型教师使用数学数字教材的方式并非一成不变，而是根据教学阶段和课程子主题的不同而相应调整的，彰显了数字资源在教育环境中的灵活性和适应性。基于上述研究发现，数字教材在教学活动中充当了资源库的角色，在学生学习需要的关键节点上提供资源支持，用以发散思维、开阔眼界、找到解题思路。从这一点出发，教师需要充分挖掘数学数字教材在数学教学中的功能性价值，灵活地分辨并找准数字教材的应用场所和应用时机。此外，教师应根据教学的具体阶段和课程子主题，将具体的学习活动巧妙地与数学数字教材特性相结合，借助数字教材创设开放式数学问题，深入掌握所学内容的同时激发学生的学习兴趣，提供丰富的学习机会，进而发挥数字资源赋能数学教育的作用。

对于第二个研究内容，本研究拓展了IFIAS课堂分析编码框架，用以分析数学数字教材对课堂互动的影响。一个有趣的结果是，尽管使用传统多媒体课堂和使用数字教材的课堂在师生交互频率和交互比例的差异不显著，但使用数学数字教材的课堂展示出更高的复杂性和多样性的课堂互动。这一发现表明，数学数字教材在提升课堂交互的深度和质量上有所贡献。此外，滞后序列分析（LSA）的结果揭示了数学数字教材课堂中频繁的行为模式是“同伴讨论”和“学生使用数学数字教材进行探究”（12-24）。这表明，在使用数学数字教材的课堂中，学生得到了更多同时进行探索和讨论的机会。相反，传统多媒体课堂中常见的行为模式是教师提出开放式问题，随后给学生时间思考（4-14）或利用交互式白板上的视觉材料进行讲解（6-16或16-6）。基于这一结果，本研究鼓励数学教师在教学实践中积极发挥数字教材在调动课堂互动方面的独特优势，在丰富且多样的教学资源供给下，促进课堂中多元的师生课堂互动行为的发生，进而优化学生的学习体验、促进学生对所学内容的深入理解。此外，教师应重视学生之间的同伴讨论，推动学生对数字教材的主动探索，这种教学策略有助于营造互动与探究并存的学习环境，从而提高教学效果。

对于第三个研究内容，研究结果表明数学数字教材显著提高了学生的成就。通过对前-后测结果的系统比较，发现使用数学数字教材的学生与使用传统多媒体课堂的学生相比，前者数学成就到显著性提高。同时，结合学生对数字教材的认识、使用体验及评价等方面的访谈结果，进一步验证了数学数字教材在促进以学生为中心的学习中的关键作用。

综上所述，本研究通过质性与量化相结合的混合研究方法，深入探讨了经验型数学教师使用数学数字教材的方式及其对教与学的影响。研究结果表明，数学数字教材作为一种正在兴起的教育工具和资源，能够为学生提供独特的学习机会和体验，彰显了其赋能数学教育提质、增效、减负的有利潜力。

Mathematics textbooks have long been a fundamental medium in mathematics teaching and learning. With the advancement of technology in the 21^st century, mathematics textbooks have developed from conventional printed forms to digital mathematics textbooks. The Chinese government has also issued multiple policies to support the development of digital textbooks. Moreover, researchers and developers have been focusing on the design and development of these emerging digital resources.  However, current research on digital mathematics textbooks in China predominantly focuses on theoretical aspects with limited studies examining the implementation and impacts of digital mathematics textbooks, especially at secondary school level.

Literature review and initial observations showed that only a few teachers intensively utilize digital mathematics textbooks, and no significant impact on mathematics students’ achievement that has been evidenced in digital mathematics textbooks application. Teachers reported challenges in adapting to digital mathematics textbooks due to insufficient training, unavailability of studies on digital mathematics textbooks and limited school facilities. Given this background, the researcher selected one experienced mathematics teacher who has more than 15 years of teaching experience and has been utilizing digital mathematics textbooks extensively for more than two years. The teacher has been honored with a provincial award for the dedication and expertise in digital mathematics utilization. The study aims to investigate how an experienced mathematics teacher utilizes digital mathematics textbooks to provide evidence and recommendations for effective ways to utilize digital mathematics textbooks.

The primary goal of this research is to investigate how an experienced mathematics teacher utilizes digital mathematics textbooks and to examine the impacts of digital mathematics textbooks on mathematics teaching and learning Specifically, the study aims to: 1. Explore how an experienced mathematics teacher use digital mathematics textbooks across all instructional phases 2. Examine the impact of digital mathematics textbooks on classroom interaction. 3. Examine the impact of digital mathematics textbooks on students' mathematics achievement.

This research is an empirical study. One experienced mathematics teacher utilizing digital mathematics textbooks published by People’s Education Press, which are accredited by Ministry of Education and in accordance with the national mathematics curriculum standards. One experienced mathematics teacher and two Grade 8 classes, serving as the sample for this study, were selected through purposive sampling method. There are 69 students who already have a two-year experience in utilizing digital mathematics textbooks. Classroom observations were conducted over a period of two weeks, focusing on the topic of “quadratic functions”. Research data were collected through classroom observation, video recording, Pre-test-and post-test, and interviews.

The exploration of how an experienced mathematics teacher utilized digital mathematics textbooks to facilitate quadratic functions teaching and learning activities was systematically analyzed using the modified version of Trends in International Mathematics and Science Study (TIMSS) 1995 classroom video analysis framework. The research focused on the utilization of digital mathematics textbooks across all phases of the teaching process: Engage, Explore, Explain, Elaboration, and Evaluation. Findings indicated that the experienced mathematics teacher frequently posed open-ended questions and provided numerous opportunities for students to utilize digital mathematics textbooks to explore. Digital mathematics textbooks features such as dynamic mathematical software, interactive animations, and interactive exercises were effectively used to visualize, explore, and evaluate the content of quadratic functions. Notably, the utilization of digital mathematics textbooks by an experienced teacher can varies depending on the specific teaching phase and lesson sub-topic, emphasizing flexibility and adaptability of digital resources in educational context.

To achieve the second research objective which is to analyze the impact of digital mathematics textbooks on classroom interaction, the researcher adopted and modified iFIAS for classroom videos. An interesting finding was a more complex and diverse interaction exhibited in the class utilizing digital mathematics textbooks compared to the Traditional Multimedia Classroom, despite insignificant difference in frequency and interaction proportion captured in both classes. This finding indicated the effectiveness of digital mathematics textbooks in enriching interaction depth and quality rather than merely increasing the quantity. Furthermore, the results from the Lag Sequence analysis revealed that the frequent behavioral patterns in the class utilizing digital mathematics textbooks were peer discussion and student exploration using digital mathematics textbooks (12-24). This indicated that in the class utilizing digital mathematics textbooks, students had the opportunity to explore and discuss simultaneously. On the contrary, frequent behavior patterns exhibited in the Traditional Multimedia Classroom were teacher asking open-ended questions followed by giving time for students to think (4-14) or lecturing using visual materials on an interactive whiteboard (6-16 or 16-6).

In researching the third objective, the findings conclusively demonstrated that digital mathematics textbooks significantly enhanced mathematics students’ achievement. Through systematic comparison on pre-test and post-test results, this study highlighted a significant improvement on mathematics achievement of students who used digital textbooks compared to those in traditional multimedia classroom settings. Insights from student interviews further emphasized the critical role of digital mathematics textbooks in promoting student-centered learning. The exploratory learning in-depth students’ understanding of mathematical concepts are evidences that digital mathematics textbooks impact not only in improving learning outcomes but also in enhancing students' abilities to pose problems. This study provided strong evidence that digital mathematics textbooks are valuable educational technology tools which offer unique learning opportunities and experiences that considerably increase students' motivation and interest in mathematics. The findings advocated for the integration of digital textbooks into mathematics education, underscoring their potential to fundamentally transform teaching and learning paradigms for the better.