Personas, initially originated in user experience research, are short and simplified representations of particular user groups, and this methodological approach has recently gained ground in educational research. This study aims to explore aspects of personas that may be beneficial for prospective mathematics teachers when they develop digital learning resources. To explore such aspects, we employed qualitative interviews, thinking-out-loud techniques, and jointly developed learning resources with prospective mathematics teachers, and analysed this diverse data with a combination of case study and grounded theory approaches. Consequently, we were able to identify the following essential aspects of using personas in our study: (A) personas as representatives of real people, (B) personas as planning & feedback tools for material development, (C) professionalisation of prospective mathematics teachers (by using personas), (D) differentiation/individualisation for personas through digital learning resources, and (E) motivational elements of digital mathematics learning resources. Based on our results, we concluded that using personas could broaden prospective mathematics teachers’ views on student characteristics and demands that may enable teachers to facilitate the development of differentiated and individualised digital mathematics learning resources.

人物角色最初起源于用户体验研究，是特定用户群体的简短而简化的表示，这种方法最近在教育研究中取得了进展。本研究旨在探索对未来数学教师开发数字学习资源时可能有益的人物角色的各个方面。为了探索这些方面，我们采用了定性访谈、大声思考技巧，并与未来的数学教师共同开发学习资源，并结合案例研究和扎根理论方法分析了这些多样化的数据。因此，我们能够确定在研究中使用角色的以下基本方面：（A）角色作为真实人物的代表，（B）角色作为材料开发的规划和反馈工具，（C）未来数学教师的专业化（通过使用角色），（D）通过数字学习资源对角色进行差异化/个性化，以及（E）数字数学学习资源的激励要素。根据我们的结果，我们得出的结论是，使用角色可以拓宽未来数学教师对学生特征和需求的看法，从而使教师能够促进差异化和个性化的数字数学学习资源的开发。