The growing diverse nature of our STEM spaces has informed education experts to recommend use social-design-based experiments (SDBE) to design teaching-learning curriculum that frames these diversities as a resource. This call for SDBEs comes from identified challenges in existing approaches like funds of knowledge and identity. However, there is a need for a conceptual lens that educators will use to actualize this essential call in Mathematics Education. Given this, I use this proposal to explore existing approaches and their challenges to addressing diversity as a resource. I continue to develop a conceptual lens for teachers to follow in their operationalization of SDBE to design a teaching-learning curriculum that centers diversity as a resource. This conceptual lens comprises a five-phase participatory perspective and relationship to curriculum planning, designing, and enactment where teachers and students co-participate. [For the complete proceedings, see ED658295.]