ABSTRACT
Digital technologies pervade every aspect of our lives and similarly they are increasingly prevalent in schools as teaching and learning tools. However, there is evidence that they are used less frequently in mathematics than in other subject areas. The affordances offered by technological tools have the potential to increase student engagement with mathematics, leading to greater conceptual understanding and procedural fluency. Also, the tools can facilitate mathematical communication and reasoning for students from pre-school up to the senior years of secondary school. This chapter explores the nature of contemporary students in relation to how they experience mathematics in a technology-rich world. We introduce the research undertaken for this book; an examination of ten diverse case studies of mathematics teaching and learning using technology. This chapter lays the foundation for the book, suggesting that there is no one-size-fits-all approach for all teachers, recognising that every school setting is unique, requiring tailored pedagogical solutions.
