Design of Learning Environments and Curricula.- to Section 1.- Designing Software for Mathematical Engagement through Modeling.- Designing Digital Technologies and Learning Activities for Different Geometries.- Implementing Digital Technologies at a National Scale.- Learning and Assessing Mathematics with and through Digital Technologies.- to Section 2.- Integrating Technology into Mathematics Education: Theoretical Perspectives.- Mathematical Knowledge and Practices Resulting from Access to Digital Technologies.- The Influence and Shaping of Digital Technologies on the Learning – and Learning Trajectories – of Mathematical Concepts.- Micro-Level Automatic Assessment Supported by Digital Technologies.- Technology, Communication, and Collaboration: Re-thinking Communities of Inquiry, Learning and Practice.- Teachers and technology.- to Section 3.- Working with Teachers: Context and Culture.- Teachers and Teaching: Theoretical Perspectives and Issues Concerning Classroom Implementation.- Teacher Education Courses in Mathematics and Technology: Analyzing Views and Options.- Implementation of Curricula: Issues of Access and Equity.- to Section 4.- Some Regional Developments in Access and Implementation of Digital Technologies and ICT.- Technology for Mathematics Education: Equity, Access and Agency.- Factors Influencing Implementation of Technology-Rich Mathematics Curriculum and Practices.- Future Directions.- to Section 5.- Design for Transformative Practices.- Connectivity and Virtual Networks for Learning.- The Future of Teaching and Learning Mathematics with Digital Technologies.

Mathematics Education and Technology-Rethinking the Terrain revisits the important 1985 ICMI Study on the influence of computers and informatics on mathematics and its teaching.  The focus of this book, resulting from the seventeenth Study led by ICMI, is the use of digital technologies in mathematics teaching and learning in countries across the world. Specifically, it focuses on cultural diversity and how this diversity impinges on the use of digital technologies in mathematics teaching and learning. Within this focus, themes such as mathematics and mathematical practices; learning and assessing mathematics with and through digital technologies; teachers and teaching; design of learning environments and curricula; implementation of curricula and classroom practice; access, equity and socio-cultural issues; and connectivity and virtual networks for learning, serve to organize the study and bring it coherence. Providing a state-of-the-art view of the domain with regards to research, innovating practices and technological development, Mathematics Education and Technology-Rethinking the Terrain is of interest to researchers and all those interested in the role that digital technology plays in mathematics education.

From the reviews:“This book is the outcome of a decision by the ICMI Executive Committee in July 2002 … . recommended to all researchers interested in the aspects of the use of digital technologies in mathematics education. It gives an excellent overview of the state of the art of the actual research and a genetic view of the development of this research in the past (20 years). It may serve as a starting point for all young researchers in the field of technology.”­­­ (Hans-Georg Weigand, ZDM Mathematics Education, Vol. 42, 2010)“This study volume is the outcome of the 17th Study conference held under the auspices of the International Commission on Mathematical Instruction (ICMI). … it is a very valuable compendium for anyone interested in mathematics education and digital technology. … The book is well written and has been well edited. … it is certainly a very valuable reference work to the field, in reporting on current concerns, giving examples of current work and giving some ideas on directions for the future.” (Kaye Stacey, Educational Studies in Mathematics, Vol. 78, 2011)

Addresses the timely subject of mathematics and technology Comprehensive synthesis of work in the past twenty years Offers insight from renowned contributors Indicates the need for cultural diversity and connectivity within mathematics education