Abstract
This chapter provides a critical synthesis of research on technology-related classroom practice from the early years of schooling through to tertiary and initial teacher mathematics education. The synthesis considers ways in which research has explored the use of digital technologies through the three dimensions identified by Pierce and Stacey’s map of pedagogical opportunity: mathematics content (subject), in classroom interactions (classroom), and through task design (task) (2010). The chapter also provides a synthesis of the research methodologies undertaken within the included studies. The review concludes with a discussion of emerging themes and a range of future directions for research into technology-related mathematics education.
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