Technology is promoted as a way to produce a meaningful view of mathematics for students, but to date, there is still no consolidated view of how to appropriately or effectively implement technology in teaching activities. Using a large-scale teacher survey and a multiple-case study of four different mathematics classrooms, this study explores the complex and dynamic nature of teachers' views regarding what it means to successfully use technology in the socially mediated and culturally bound context of the classroom. Results illustrate that features of appropriate and effective technology-based instruction from the teachers' standpoint are interrelated with the nature of their technology use in teaching mathematics, and this interdependent relationship is bound to a multitude of factors associated with their personal characteristics and teaching environments. However, the features for gauging success of technology integration that teachers actually consider in their practice are generally far removed from those proposed in the research paradigm, which reflect broad educational reform goals. Hence, to leverage technology as a medium for engaging with mathematics differently than what students have traditionally experienced, research in the field needs to provide teachers with clearer guidelines for successful technology-based instruction. Some elements, such as the use of technology to provide more access to mathematics, the process of technology-based teaching from teachers' perspectives, interrelationships among factors affecting technology use, and the consideration of technology as a pedagogic cultural artifact, deserve closer scrutiny when developing theoretical constructs for accounts of technology integration. Findings of the study also indicate a need to help teachers develop knowledge needed for fruitful integration of technology, and to offer better teaching conditions in mathematics classrooms. If technology is to find its place in education, we need a clearer, more clarified conceptual foundation and a better support system than what currently exists in the field to move us closer to an articulated research agenda and productive classroom practice.

Technology is promoted as a way to produce a meaningful view of mathematics for students, but to date, there is still no consolidated view of how to appropriately or effectively implement technology in teaching activities. Using a large-scale teacher survey and a multiple-case study of four different mathematics classrooms, this study explores the complex and dynamic nature of teachers' views regarding what it means to successfully use technology in the socially mediated and culturally bound context of the classroom. Results illustrate that features of appropriate and effective technology-based instruction from the teachers' standpoint are interrelated with the nature of their technology use in teaching mathematics, and this interdependent relationship is bound to a multitude of factors associated with their personal characteristics and teaching environments. However, the features for gauging success of technology integration that teachers actually consider in their practice are generally far removed from those proposed in the research paradigm, which reflect broad educational reform goals. Hence, to leverage technology as a medium for engaging with mathematics differently than what students have traditionally experienced, research in the field needs to provide teachers with clearer guidelines for successful technology-based instruction. Some elements, such as the use of technology to provide more access to mathematics, the process of technology-based teaching from teachers' perspectives, interrelationships among factors affecting technology use, and the consideration of technology as a pedagogic cultural artifact, deserve closer scrutiny when developing theoretical constructs for accounts of technology integration. Findings of the study also indicate a need to help teachers develop knowledge needed for fruitful integration of technology, and to offer better teaching conditions in mathematics classrooms. If technology is to find its place in education, we need a clearer, more clarified conceptual foundation and a better support system than what currently exists in the field to move us closer to an articulated research agenda and productive classroom practice.

This volume addresses the key issue of the initial education and lifelong professional learning of teachers of mathematics to enable them to realize the affordances of educational technology for mathematics. With invited contributions from leading scholars in the field, this volume contains a blend of research articles and descriptive texts. In the opening chapter John Mason invites the reader to engage in a number of mathematics tasks that highlight important features of technology-mediated mathematical activity. This is followed by three main sections: An overview of current practices in teachers’ use of digital technologies in the classroom and explorations of the possibilities for developing more effective practices drawing on a range of research perspectives (including grounded theory, enactivism and Valsiner’s zone theory). A set of chapters that share many common constructs (such as instrumental orchestration, instrumental distance and double instrumental genesis) and research settings that have emerged from the French research community, but have also been taken up by other colleagues. Meta-level considerations of research in the domain by contrasting different approaches and proposing connecting or uniting elements

Common Core education standards establish a clear set of specific ideas and skills that all students should be able comprehend at each grade level. In an effort to meet these standards, educators are turning to technology for improved learning outcomes. Cases on Technology and Common Core Mathematics provides a compilation of cases and vignettes about the application of technology in the classroom in order to enhance student understanding of math concepts. This book is a timely reference source for mathematics educators, educational technologists, and school district leaders employed in the mathematics education or educational technology fields.

Technology-enabled Mathematics Education explores how teachers of mathematics are using digital technologies to enhance student engagement in classrooms, from the early years through to the senior years of school. The research underpinning this book is grounded in real classrooms. The chapters offer ten rich case studies of mathematics teachers who have become exemplary users of technology. Each case study includes the voices of leaders, teachers and their students, providing insights into their practices, beliefs and perceptions of mathematics and technology-enabled teaching. These insights inform an exciting new theoretical model, the Technology Integration Pyramid, for guiding teachers and researchers as they endeavour to understand the complexities involved in planning for effective teaching with technology. This book is a unique resource for educational researchers and students studying primary and secondary mathematics teaching, as well as practising mathematics teachers.

Didactics of Mathematics as a Scientific Discipline describes the state of the art in a new branch of science. Starting from a general perspective on the didactics of mathematics, the 30 original contributions to the book, drawn from 10 different countries, go on to identify certain subdisciplines and suggest an overall structure or `topology' of the field. The book is divided into eight sections: (1) Preparing Mathematics for Students; (2) Teacher Education and Research on Teaching; (3) Interaction in the Classroom; (4) Technology and Mathematics Education; (5) Psychology of Mathematical Thinking; (6) Differential Didactics; (7) History and Epistemology of Mathematics and Mathematics Education; (8) Cultural Framing of Teaching and Learning Mathematics. Didactics of Mathematics as a Scientific Discipline is required reading for all researchers into the didactics of mathematics, and contains surveys and a variety of stimulating reflections which make it extremely useful for mathematics educators and teacher trainers interested in the theory of their practice. Future and practising teachers of mathematics will find much to interest them in relation to their daily work, especially as it relates to the teaching of different age groups and ability ranges. The book is also recommended to researchers in neighbouring disciplines, such as mathematics itself, general education, educational psychology and cognitive science.

This book brings together international research on school teachers’, and university lecturers’ uses of digital technology to enhance teaching and learning in mathematics. It includes contributions that address theoretical, methodological, and practical challenges for the field with the research lens trained on the perspectives of teachers and teaching. As countries around the world move to integrate digital technologies in classrooms, this book collates research perspectives and experiences that offer valuable insights, in particular concerning the trajectories of development of teachers’ digital skills, knowledge and classroom practices. Via app: download the SN More Media app for free, scan a link with play button and access the videos directly on your smartphone or tablet.