Abstract
In this survey paper, we describe the state of the field of research on teaching mathematics with technology with an emphasis on the secondary school phase. We synthesize themes, questions, results and perspectives emphasized in the articles that appear in this issue alongside the relevant foundations of these ideas within the key journal articles, handbooks and conference papers. Our aim is to give an overview of the field that provides opportunities for readers to gain deeper insights into theoretical, methodological, practical and societal challenges that concern teaching mathematics with technology in its broadest sense. Although this collection of articles was developed prior to the global coronavirus pandemic, we have taken the opportunity to survey the contributing authors to provide some country perspectives on the impact the pandemic has had on mathematics teaching with technology in the period January–July 2020. We conclude the survey paper by identifying some areas for future research in this increasingly relevant topic.
Highlights
When computers first appeared in school mathematics classes in the 1970s the emphasis was, rightly, on how they might be used to improve student learning
In more recent years there has been a subtle shift of emphasis on how to improve learning. This has been informed by research, such as the statistical meta-analysis of Hattie (2003), which has found clear evidence that of all the factors influencing student activity it is the teacher who most influences learning. This has been recognized by others, such as Kieran, Krainer and Shaughnessy (2013, p. 365) who stated “it is the teacher who can affect to the greatest extent the achievement of one
We focus on some of the identified challenges for teachers as they embed dynamic mathematical tools into their practices
Summary
When computers first appeared in school mathematics classes in the 1970s the emphasis was, rightly, on how they might be used to improve student learning. In more recent years there has been a subtle shift of emphasis on how to improve learning This has been informed by research, such as the statistical meta-analysis of Hattie (2003), which has found clear evidence that of all the factors influencing student activity it is the teacher who most influences learning. 365) who stated “it is the teacher who can affect to the greatest extent the achievement of one In addressing this new focus, it has been recognized (Thomas & Chinnappan, 2008) that there are many factors, along with some obstacles, that influence whether, and how, a teacher might use digital technology in their classroom. Other researchers (e.g., Forgasz, 2006; Goos, 2005; Thomas, 2006) have identified some major obstacles to teacher use, such as a lack of time and supportive
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