Introduction

Abstract

The use of technology in mathematics education, which encompasses the use of both classical and digital technologies, has a long and broadly discussed tradition. The potential impact of technology on what and how students learn (e.g. Fey et al. in Computing and mathematics. The impact on secondary school curricula. National Council of Teachers of Mathematics, Reston, VA, 1984) is an issue which has existed for decades and there is now a growing corpus of studies which provide insight into the role of technology in mathematics education (see for example, Blume and Heid in Research on technology and the teaching and learning of mathematics: volume 2 cases and perspectives. IAP, Charlotte, NC, 2008; Drijvers et al. in Uses of technology in lower secondary mathematics education: a concise topical survey. Springer, Cham, 2016; Heid and Blume in Research on technology and the teaching and learning of mathematics: volume 1 research syntheses. IAP, Charlotte, NC, 2008; Hoyles and Lagrange in Mathematics education and technology–rethinking the terrain. Springer, New York/Berlin, 2010; Moyer-Packenham in International perspectives on teaching and learning mathematics with virtual manipulatives. Springer International Publishing, Switzerland, 2016). Consideration of the impact of technology on the teaching and learning of mathematics has been the topic of considerable research and continues to be of interest as researchers investigate the potential of technology-enabled mathematics education. For these reasons, it is not surprising that technology use was the focus of three Topic Study Groups (TSGs 41, 42 and 43) at the 13th International Congress on Mathematical Education (ICME), held in Hamburg in 2016. These three TSGs focused on the uses of technology (i.e. digital tools ) in mathematics education across the spectrum of school mathematics from primary to upper secondary . The aim of this book is to provide an overview of some of these studies related to the use of technology across this age spectrum, as well as point towards future directions for the use of technology in school mathematics. As the field of technology use is a very broad one, the three Topic Study Groups had different foci related to working and using digital tools in teaching and learning of mathematics. The next section provides insight into the intended foci of each of the three TSGs as this foregrounded the work of the three groups at ICME 13.