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: Maria Trigueros, Maria-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.
"This book opens new windows on the complexity of interactions around mathematics teaching and learning in the digital era. Its focus is largely, but not exclusively, on the teacher and the pressures and constraints of this role. The book could serve as an excellent introduction for teachers and researchers to the wealth of theories, insights and methodologies adopted in the area. It is a challenging read because of its diversity and range. Complexity suffuses the text (the word is used many many times in different forms). However the editors offer a helpful journey through the text and and an invaluable summary of the similarities and differences between theoretical constructs, contexts and implications. There are many 'gems' to read in this book that shine a light on the potential and affordances of the exploitation of digital technologies and illustrate how research and theory together can add value to practice." (Professor Celia Hoyles, Institute of Education, University of London) "The book is required reading for all those who seek to exploit the potential of digital technologies for teaching some of the most powerful, and difficult, creations of the human mind. It finally lays to rest the myth that teaching mathematics with digital technologies is somehow a merely marginal development of what it takes to teach in the pre-digital era. It similarly challenges the ubiquitous idea that the computer presence can, and should, replace the roles currently undertaken by the teacher, and that simply endowing classrooms with technology will somehow result in more effective learning. Drawing on a range of methodologies, theoretical frameworks, and specific technologies, the authors illustrate the complex interactions between pedagogy and knowledge, and draw conclusions for any who seek to understand, and to change, the practice of mathematics teaching." (Professor Richard Noss, London Knowledge Lab, Institute of Education, University of London.) "The Mathematics Teacher in the Digital Era provides essential insights on a centrally important theme in today's mathematics education: harnessing the capabilities of technology for mathematics learning. The chapters move far beyond commonplace and superficial descriptions of teachers' changing role (e.g. the "guide on the side") to consider the processes by which teachers deeply integrate technology into the core of their classrooms, thereby developing and implementing innovative practices of teaching and learning mathematics. Throughout, the authors honor the difficulties, challenges, and obstacles to using technology well, and use their research to illuminate a realistic pathway for teacher professional development. In one convenient volume, this book gathers the key frameworks for making sense of how teacher and technology mutually adapt in order to use mathematical tools to their full potential, while illustrating, elaborating, and critiquing each framework based on sound research. The guidance in this state of the art volume should be in the hands of all who are working with mathematics teachers to realize the promise of technology for deeply advancing students' learning." (Jeremy Roschelle, Center for Technology in Learning , SRI International)
"There is no doubt that today we have entered the digital era, and that integrating this reality into mathematics education is no longer an option. ... There is no doubt that this book well reflects the current state of the art in this area ... . I recommend its reading to all those who are interested in technology focused teacher practices and teacher professional development." (Michele Artigue, Educational Studies in Mathematics, Vol. 90, 2015)
"It is useful to anyone who wants to get a clear picture of what we know about the uses of technology through the lens of the teacher in real mathematics classrooms ... . It affords reading from multiple perspectives and promises to be a good tool for teacher education and post-graduate courses. It will also serve as an informative basis on which to engage in further research and acquire sensitivity to new contexts and technological developments for mathematics education." (Chronis Kynigos, Technology, Knowledge and Learning, Vol. 19, 2014)