1: Introduction.- 2: Designing Professional Development for Teaching Mathematics With Technology: A Multi-Level Approach to Foster Teacher and Facilitator Noticing.- 3: Using Instrumental Orchestration Model for Planning and Teaching Technology-Based Mathematical Tasks as Part of a Restructured Practicum Course.- 4: An Ensemble Approach to Studying the Teaching of Multiplication Using Touchtimes.- 5: Using First- and Second-Order Models to Characterise In-Service Teachers’ Video-Aided Reflection on Teaching and Learning with 3D Pens.- 6: Opportunities and Challenges that Silent Video Tasks Bring to the Mathematics Classroom.- Teaching Linear Equations with Technology: A Flipped Perspective.- 7: Tensions and Proximities in teaching and learning activities: Case study of a teacher’s implementation of tablet-based lesson.- 8: Digital Resources in Kindergarten Teachers’ Documents and Resource Systems: A Case Study in France.- 9: Analysis of Primary School Teachers’ Roles in the Dynamicsof Mathematics Lessons that Integrate Technology Resources in Challenging Socio-Economic Contexts.- 10: Characterising Features of Secondary Teachers’ Curriculum Scripts for Geometric Similarity with Dynamic Mathematical Technology.- 11: Instrumental Orchestration of the use of Programming Technology for Authentic Mathematics Investigation Projects.- 12: Researching Professional Trajectories Regarding the Integration of Digital Technologies: The Case of Vera, A Novice Mathematics Teacher.- 13:The Abrupt Transition to Online Mathematics Teaching due to the Covid-19 Pandemic: Listening to Latin American Teachers’ Voices.- 14: Meta-Didactical Transposition 2: The Evolution of a Framework to Analyse Teachers' Collaborative Work with Researchers in Technological Settings.- 15:Revisiting Theories that Frame Research on Teaching Mathematics with Digital Technology.

This book brings together international research on school teachers’, and university lecturers’ uses of digital technology to enhance teaching and learning in mathematics. It includes contributions that address theoretical, methodological, and practical challenges for the field with the research lens trained on the perspectives of teachers and teaching. As countries around the world move to integrate digital technologies in classrooms, this book collates research perspectives and experiences that offer valuable insights, in particular concerning the trajectories of development of teachers’ digital skills, knowledge and classroom practices.

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Professor Alison Clark-Wilson works at the Institute of Education, University College London. Her research spans aspects of designing, implementing, and evaluating educational digital technologies with a particular interest in mathematics education. More specifically, she researches the more dynamic mathematical technologies alongside teachers’ professional trajectories as they come to know and use such technologies. Beyond mathematics, Alison has extensive experience of working with governments, civil society organisations and industry partners on initiatives that aim to bridge research knowledge with educational technology product design and evaluation processes.

Professor Ornella Robutti works in the Mathematics department “G. Peano” at the University of Torino. Her fields of research are students’ cognitive processes during mathematical activities; teaching mathematics within technological environments; teachers’ work as individuals and in communities, when teaching mathematics, when learning in professional development programs, and when designing tasks for students; meanings of mathematical objects in institutional and social contexts; mathematics students’ and teachers’ identities; boundary objects and boundary crossing between communities.

Professor Nathalie Sinclair is a Distinguished University Professor in the Faculty of Education at Simon Fraser University. She is the founding and current editor of Digital Experiences in Mathematics Education and has written several books, including Mathematics and the Body: Material Entanglements in the Classroom. She directs the Tangible Mathematics Project, which has created multitouch applications TouchCounts and TouchTimes.

"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)