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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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.

Autorentext

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. She has a particular interest in the more dynamic mathematical technologies and 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 at the of Mathematics "G. Peano" of the University of Torino. Her fields of research are: students' cognitive processes in 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 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.

Inhalt

Contents.- Opening section. -Foreword: David Pimm.- Introduction: Alison Clark-Wilson, Ornella Robutti and Nathalie Sinclair.- Chapter 0: Interactions between teacher, student, software and mathematics: Getting a purchase on learning with technology: John Mason.- Section A.- Chapter 1: Exploring the quantitative and qualitative gap between expectation and implementation: A survey of English mathematics teachers' uses of ICT: Nicola Bretscher.- Chapter 2: Teaching with digital technology: Obstacles and opportunities: Michael Thomas and Joann Palmer.- Chapter 3: A developmental model for adaptive and differentiated instruction using classroom networking technology: Allan Bellman, Wellesley R Foshay and Danny Gremillion.- Chapter 4: Integrating technology in the primary school mathematics classroom: The role of the teacher: María Trigueros, María-Dolores Lozano and Ivonne Sandoval.- Chapter 5: Technology integration in secondary school mathematics: The development of teachers' professional identities: Merrilyn Goos.- Chapter 6: Teaching roles in a technology intensive core undergraduate mathematics course: Chantal Buteau and Eric Muller.- Section B.- Chapter 7: Digital technology and mid-adopting teachers' professional development: a case study: Paul Drijvers, Sietske Tacoma, Amy Besamusca, Cora van den Heuvel, Michiel Doorman and Peter Boon.- Chapter 8: Teaching mathematics with technology at the kindergarten level :Resources and orchestrations: Ghislaine Geuedet, Laetitia Bueno-Ravel, Caroline Poisard.- Chapter 9: How do teachers integrate technology in their practices? A focus on their instrumental geneses: Mariam Haspekian.- Chapter 10: A methodological approach to researching the development of teachers' knowledge in a multi-representational technological setting: Alison Clark-Wilson.- Chapter 11: Teachers and technologies: Shared constraints, common responses: Maha Abboud-Blanchard.- Chapter 12: Didactic incidents: A way to improve the professional development of mathematics teachers: Gilles Aldon.- Section C.- Chapter 13. Meta-didactical transposition: A theoretical model for teacher education programs: Ferdinando Arzarello, Annalisa Cusi, Rossella Garuti, Nicolina Malara, Francesca Martignone, Ornella Robutti and Cristina Sabena.- Chapter 14: Frameworks for analysing the expertise that underpins successful integration of digital technologies into everyday teaching practice: Kenneth Ruthven.- 15. Conclusion: Alison Clark-Wilson, Ornella Robutti and Nathalie Sinclair.-Index.