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.
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1: Introduction.- 2: Designing Professional Development for Teaching
Mathematics With Technology: A Multi-Level Approach to Foster Teacher and
Facilitator Noticing.- 3: Using Instrumental Orchestration Model for Planning
and Teaching Technology-Based Mathematical Tasks as Part of a Restructured
Practicum Course.- 4: An Ensemble Approach to Studying the Teaching of
Multiplication Using Touchtimes.- 5: Using First- and Second-Order Models to
Characterise In-Service Teachers Video-Aided Reflection on Teaching and
Learning with 3D Pens.- 6: Opportunities and Challenges that Silent Video
Tasks Bring to the Mathematics Classroom.- Teaching Linear Equations with
Technology: A Flipped Perspective.- 7: Tensions and Proximities in teaching
and learning activities: Case study of a teachers implementation of
tablet-based lesson.- 8: Digital Resources in Kindergarten Teachers
Documents and Resource Systems: A Case Study in France.- 9: Analysis of
Primary School Teachers Roles in the Dynamicsof Mathematics Lessons that
Integrate Technology Resources in Challenging Socio-Economic Contexts.- 10:
Characterising Features of Secondary Teachers Curriculum Scripts for
Geometric Similarity with Dynamic Mathematical Technology.- 11: Instrumental
Orchestration of the use of Programming Technology for Authentic Mathematics
Investigation Projects.- 12: Researching Professional Trajectories Regarding
the Integration of Digital Technologies: The Case of Vera, A Novice
Mathematics Teacher.- 13:The Abrupt Transition to Online Mathematics Teaching
due to the Covid-19 Pandemic: Listening to Latin American Teachers Voices.-
14: Meta-Didactical Transposition 2: The Evolution of a Framework to Analyse
Teachers' Collaborative Work with Researchers in Technological Settings.-
15:Revisiting Theories that Frame Research on Teaching Mathematics with
Digital Technology.
Professor Alison Clark-Wilson works at the Institute of Education, University College London. Her research spans aspects of designing, implementing, and evaluating educational digital technologies with a particular interest in mathematics education. More specifically, she researches the more dynamic mathematical technologies alongside teachers professional trajectories as they come to know and use such technologies. Beyond mathematics, Alison has extensive experience of working with governments, civil society organisations and industry partners on initiatives that aim to bridge research knowledge with educational technology product design and evaluation processes.Professor Ornella Robutti works in the Mathematics department G. Peano at the University of Torino. Her fields of research are students cognitive processes during mathematical activities; teaching mathematics within technological environments; teachers work as individuals and in communities,when teaching mathematics, when learning in professional development programs, and when designing tasks for students; meanings of mathematical objects in institutional and social contexts; mathematics students and teachers identities; boundary objects and boundary crossing between communities.Professor Nathalie Sinclair is a Distinguished University Professor in the Faculty of Education at Simon Fraser University. She is the founding and current editor of Digital Experiences in Mathematics Education and has written several books, including Mathematics and the Body: Material Entanglements in the Classroom. She directs the Tangible Mathematics Project, which has created multitouch applications TouchCounts and TouchTimes.
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