Mathematics Education in the Digital Age : Learning, Practice and Theory book cover
1st Edition

Mathematics Education in the Digital Age
Learning, Practice and Theory

  • Available for pre-order. Item will ship after May 24, 2021
ISBN 9780367684525
May 24, 2021 Forthcoming by Routledge
264 Pages 39 B/W Illustrations

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Book Description

The wide availability of digital educational resources for mathematics teaching and learning is indisputable, with some notable genres of technologies having evolved such as: graphing calculators; dynamic graphing; dynamic geometry; and data visualization tools. But what does this mean for teachers of mathematics and how do their roles evolve within this digital landscape? This essential book offers an international perspective to help bridge theory and practice, including coverage of networking theories, curriculum design, task implementation, online resources and assessment.

Mathematics Education in the Digital Age details the impacts this digital age has, and will continue to have, on the parallel aspects of learning and teaching mathematics within formal education systems and settings. Written by a group of international authors, the chapters address the following themes:

  • Mathematics teacher education and professional development
  • Mathematics curriculum development and task design
  • The assessment of mathematics
  • Theoretical perspectives and methodologies/approaches for researching mathematics education in the digital age

This book highlights not only the complex nature of the field, but also the advancements in theoretical and practical knowledge that is enabling the mathematics education community to continue to learn in this increasingly digital age. It is an essential read for all mathematics teacher educators and master teachers.

Table of Contents


Alison Clark-Wilson

1. Introduction

Alison Clark-Wilson, Ana Donevska-Todorova, Eleonora Faggiana, Jana Trgalová and Hans-Georg Weigand

2. Online resources for mathematics teaching and learning at the university level: Three case examples that highlight principles for task design driven by students’ and teachers’ needs

Giovannina Albano, Margo Kondratieva and Agnese Ilaria Telloni

3. Quality of task-design in technology-enhanced resources for teaching and learning mathematics

Ana Donevska-Todorova, Jana Trgalová, Christof Schreiber and Teresa Rojano

4. Towards Pragmatic Theories that Underpin the Design of Teacher Professional Development Concerning Technology Use in School Mathematics

Eleonora Faggiano, Helena Rocha, Ana Isabel Sacristán and Marisol Santacruz-Rodríguez

5. Technology-rich assessment in mathematics

Maria Fahlgren, Mats Brunström, Frederik Dilling, Bjarnheiður Kristinsdóttir, Guido Pinkernell and Hans-Georg Weigand

6. Digital platforms for mathematics teacher curriculum design: affordances and constraints

Ghislaine Gueudet, Birgit Pepin, Scott Courtney, Zeger-Jan Kock, Morten Misfeldt and Andreas Lindenskov Tamborg

7. CAS from an Assessment Point of View: Challenges and Potentials

Uffe Thomas Jankvist, Jonas Dreyøe, Eirini Geraniou, Hans-Georg Weigand, Morten Misfeldt

8. Digital maps of the connections in school mathematics: Three projects to enhance teaching and learning

Martha Koch, Jere Confrey, Alison Clark-Wilson, Ellen Jameson and Christine Suurtamm

9. The Role of Technology in the Pragmatic-Abstract Continuum in Mathematics Curriculum Development and Task Design

Allen Leung and Ana Donevska-Todorova

10. A framework for analysing students’ learning of function at upper secondary level: Connected Working Spaces and Abstraction in Context

Giorgos Psycharis, Georgios-Ignatios Kafetzopoulos and Jean-Baptiste Lagrange

11. Challenges of making sense of tasks and automated feedback in digital mathematics textbooks

Sebastian Rezat, Florian Schacht, Uta Häsel-Weide

12. Technology integration for mathematics education in developing countries, with focus on India and Mexico

Ana Isabel Sacristán, Jeenath Rahaman, Suchismita Srinivas & Teresa Rojano

13. Aligning teaching with current experiences of being, becoming and belonging: An identity perspective on the use of digital resources

Charlotte Krog Skott, Giorgos Psycharis, and Jeppe Skott

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Alison Clark-Wilson is a Principal Research Fellow at UCL Institute of Education, London. Alison’s research spans aspects of designing, implementing and evaluating digital technologies for mathematics education. She leads the European Society for Research in Mathematics Education’s working group on "Teaching mathematics with technology and other resources".

Ana Donevska-Todorova is Assistant Professor at Goethe University Frankfurt am Main. She is fully engaged with the activities of the European Society for Research in Mathematics Education as an IPC member.

Eleonora Faggiano is Assistant Professor in Mathematics Education at the University of Bari Aldo Moro. Her research interests concern the integration of digital and non-digital resources in the teaching practices and in the mathematics teacher professional development.

Jana Trgalova is Associate Professor at Claude Bernard University, France. She is involved in primary and secondary mathematics teacher education and her research focuses on digital technology and resources for mathematics education, their design, appropriation, use and evaluation.

Hans-Georg Weigand is Professor at University of Würzburg, Germany. He is interested in the use of digital technologies in mathematics education and teacher education, having authored books on Algebra, Geometry and Computers in Mathematics Education. He leads the European Society for Research in Mathematics Education’s working group on "Learning mathematics with technology and other resources".