Mathematics Education and Technology-Rethinking the Terrain revisits the important 1985 ICMI Study on the influence of computers and informatics on mathematics and its teaching. The focus of this book, resulting from the seventeenth Study led by ICMI, is the use of digital technologies in mathematics teaching and learning in countries across the world. Specifically, it focuses on cultural diversity and how this diversity impinges on the use of digital technologies in mathematics teaching and learning. Within this focus, themes such as mathematics and mathematical practices; learning and assessing mathematics with and through digital technologies; teachers and teaching; design of learning environments and curricula; implementation of curricula and classroom practice; access, equity and socio-cultural issues; and connectivity and virtual networks for learning, serve to organize the study and bring it coherence.Providing a state-of-the-art view of the domain with regards to research, innovating practices and technological development, Mathematics Education and Technology-Rethinking the Terrain is of interest to researchers and all those interested in the role that digital technology plays in mathematics education.

Addresses the timely subject of mathematics and technology

Foreword1 IntroductionSection 1: Design of learning environments and curricula2 Design of learning environments and curricula3 Designing software for mathematical engagement through modelling4 Designing digital technologies and learning activities for different geometries5 Implementing digital technologies at a national scaleSection 2: Learning and assessing mathematics with and through digital technologies6 Learning and assessing mathematics with and through digital technologies: introduction to the section7 Integrating technology into mathematics education: theoretical perspectives8 Mathematical knowledge and practices resulting from access to digital technologies9 The influence, and shaping, of digital technologies on the learning ¿ and learning trajectories ¿ of mathematical concepts10 Micro-level automatic assessment supported by digital technologies11 Technology, communication, and collaborationSection 3: Teachers and technology12 Introduction to the theme Teachers and technology13 Working with teachers: context and culture14 Teachers and teaching: theoretical perspectives and issues concerning classroom implementation15 Teacher education courses in mathematics and technology: analyzing views and optionsSection 4: Implementation of curricula: issues of access and equity16 Introduction17 Some regional developments in access and implementation of digital technologies and ICT18 Technology for mathematics education: Equity, access, and agency19 Factors influencing implementation of technology-rich mathematics curriculum and practicesSection 5: Future directions20 Introduction to section 5: future directions21 Design for transformative practices22 Connectivity and virtual networks for learning23 The future of teaching and learning mathematics with digital technologiesIndex