Over the last decades digital resources of various kinds have entered mathematics education including mathematical modelling. In this paper we present the a priori analysis of a modelling activity based on Study and Research Path using the notions of media-milieu dialectic and Herbartian schema from the Anthropological Theory of the Didactic. We use these notions to differ between resources: digital tools, textbooks, data and to differ between the pragmatic and epistemic value of the resources. Finally, we discuss how task design can benefit from addressing the potential roles resources can play in modelling processes.