The goal of this chapter is to showcase and characterize the diversity of interactions between policy and implementation of digital resources for teaching and learning mathematics. Based on the review of the professional literature on educational policy and implementation, we put forward a set of conceptual distinctions, including the following: types of policy (e.g., policy-as-governing-text vs. policy-as-negotiation-of power); typology of objects of implementation (e.g., material-centered vs. material-interactive), roles of stakeholders (e.g., original vs. secondary proponents of an innovation; government-affiliated policymakers vs. researchers and teachers as policymakers). These distinctions are first illustrated by means of several past studies on mathematics education digital resources, and then are systematically put to use in the context of three ongoing R&D projects from Greece, Israel and the US. These projects, as different as they are in respect to their goals, operation and policies involved, are comparable with respect to their digital components, namely, digital platforms containing collections of digitalized resources for teaching and professional learning of mathematics teachers. The chapter concludes with remarks about the emerging patterns of policy-implementation relationships and suggestions for future research.
