Resumen

I have investigated interfaces about the arts and digital media in mathematics education, conceptualizing the notion of digital mathematical performance (DMP). In this article, I discuss connections between: (a) the mathematical strands and processes of the K-8 Ontario Mathematics curriculum in Canada, and; (b) DMP produced by students. Based on the analysis of twenty-two DMP, I argue that DMP may offer ways to: (1) explore most of the mathematical processes of the Ontario curriculum, and; (2) open windows into the exploration of math contents. I highlight the educational significance in practicing DMP as an innovative process that integrates multimodality, playfulness, and creativity. In contrast, I have found that the production of DMP does not guarantee the in-depth connection between the math strands and processes of the curriculum. Generally, students explored contents about Geometry, which is not surprising, regarding the visual nature of both: geometrical and digital media representations.