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.

chapter 1|6 pages


ByAlison Clark-Wilson, Ana Donevska-Todorova, Eleonora Faggiano, Jana Trgalová, Hans-Georg Weigand

chapter 2|16 pages

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
ByGiovannina Albano, Margo Kondratieva, Agnese Ilaria Telloni

chapter 3|19 pages

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

ByAna Donevska-Todorova, Jana Trgalová, Christof Schreiber, Teresa Rojano

chapter 4|19 pages

Towards pragmatic theories that underpin the design of teacher professional development concerning technology use in school mathematics

ByEleonora Faggiano, Helena Rocha, Ana Isabel Sacristán, Marisol Santacruz-Rodríguez

chapter 5|15 pages

Technology-rich assessment in mathematics

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

chapter 6|15 pages

Digital platforms for mathematics teacher curriculum design

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

chapter 7|22 pages

CAS from an assessment point of view

Challenges and potentials
ByUffe Thomas Jankvist, Jonas Dreyøe, Eirini Geraniou, Hans-Georg Weigand, Morten Misfeldt

chapter 8|17 pages

Digital maps of the connections in school mathematics

Three projects to enhance teaching and learning
ByMartha Koch, Jere Confrey, Alison Clark-Wilson, Ellen Jameson, Christine Suurtamm

chapter 10|18 pages

A framework for analyzing students’ learning of function at the upper-secondary level

Connected working spaces and abstraction in context
ByGiorgos Psycharis, Georgios-Ignatios Kafetzopoulos, Jean-Baptiste Lagrange

chapter 11|17 pages

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

BySebastian Rezat, Florian Schacht, Uta Häsel-Weide

chapter 12|28 pages

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

ByAna Isabel Sacristán, Jeenath Rahaman, Suchismita Srinivas, Teresa Rojano

chapter 13|15 pages

Aligning teaching with current experiences of being, becoming and belonging

An identity perspective on the use of digital resources
ByCharlotte Krog Skott, Giorgos Psycharis, Jeppe Skott