This volume addresses the key issue of the initial education and
lifelong professional learning of teachers of mathematics to enable
them to realize the affordances of educational technology for
mathematics. With invited contributions from leading scholars in
the field, this volume contains a blend of research articles and
In the opening chapter John Mason invites the reader to engage
in a number of mathematics tasks that highlight important features
of technology-mediated mathematical activity. This is followed by
three main sections: An overview of current practices in teachers'
use of digital technologies in the classroom and explorations of
the possibilities for developing more effective practices drawing
on a range of research perspectives (including grounded theory,
enactivism and Valsiner's zone theory).Aset of chapters that share
many common constructs (such as instrumental orchestration,
instrumental distance and double instrumental genesis) and research
settings that have emerged from the French research community, but
have also been taken up by other colleagues.Meta-level
considerations of research in the domain by contrasting different
approaches and proposing connecting or uniting elements
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