Clark-Wilson Alison, Robutti Ornella, Sinclair Nathalie (eds.) The Mathematics Teacher in the Digital Era: An International Perspective on Technology Focused Professional Development

Springer Netherlands, 2014. — 417 p. — (Mathematics Education in the Digital Era 2). — ISBN 978-94-007-4637-4, 978-94-007-4638-1.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 descriptive texts.
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).
A set 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.Interactions Between Teacher, Student, Software and Mathematics: Getting a Purchase on Learning with Technology
Exploring the Quantitative and Qualitative Gap Between Expectation and Implementation: A Survey of English Mathematics Teachers’ Uses of ICT
Teaching with Digital Technology: Obstacles and Opportunities
A Developmental Model for Adaptive and Differentiated Instruction Using Classroom Networking Technology
Integrating Technology in the Primary School Mathematics Classroom: The Role of the Teacher
Technology Integration in Secondary School Mathematics: The Development of Teachers’ Professional Identities
Teaching Roles in a Technology Intensive Core Undergraduate Mathematics Course
Digital Technology and Mid-Adopting Teachers’ Professional Development: A Case Study
Teaching Mathematics with Technology at the Kindergarten Level: Resources and Orchestrations
Teachers’ Instrumental Geneses When Integrating Spreadsheet Software
A Methodological Approach to Researching the Development of Teachers’ Knowledge in a Multi-Representational Technological Setting
Teachers and Technologies: Shared Constraints, Common Responses
Didactic Incidents: A Way to Improve the Professional Development of Mathematics Teachers
Meta-Didactical Transposition: A Theoretical Model for Teacher Education Programmes
Frameworks for Analysing the Expertise That Underpins Successful Integration of Digital Technologies into Everyday Teaching Practice
Summary and Suggested Uses for the Book