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Table of Contents
Opening section. -Foreword: David Pimm
Introduction: Alison Clark-Wilson, Ornella Robutti and Nathalie Sinclair
Chapter 0: Interactions between teacher, student, software and mathematics: Getting a purchase on learning with technology: John Mason
Section A
Chapter 1: Exploring the quantitative and qualitative gap between expectation and implementation: A survey of English mathematics teachers' uses of ICT: Nicola Bretscher
Chapter 2: Teaching with digital technology: Obstacles and opportunities: Michael Thomas and Joann Palmer
Chapter 3: A developmental model for adaptive and differentiated instruction using classroom networking technology: Allan Bellman, Wellesley R Foshay and Danny Gremillion
Chapter 4: Integrating technology in the primary school mathematics classroom: The role of the teacher: María Trigueros, María-Dolores Lozano and Ivonne Sandoval
Chapter 5: Technology integration in secondary school mathematics: The development of teachers' professional identities: Merrilyn Goos
Chapter 6: Teaching roles in a technology intensive core undergraduate mathematics course: Chantal Buteau and Eric Muller
Section B
Chapter 7: Digital technology and mid-adopting teachers' professional development: a case study: Paul Drijvers, Sietske Tacoma, Amy Besamusca, Cora van den Heuvel, Michiel Doorman and Peter Boon
Chapter 8: Teaching mathematics with technology at the kindergarten level :Resources and orchestrations: Ghislaine Geuedet, Laetitia Bueno-Ravel, Caroline Poisard
Chapter 9: How do teachers integrate technology in their practices? A focus on their instrumental geneses: Mariam Haspekian
Chapter 10: A methodological approach to researching the development of teachers' knowledge in a multi-representational technological setting: Alison Clark-Wilson
Chapter 11: Teachers and technologies: Shared constraints, common responses: Maha Abboud-Blanchard
Chapter 12: Didactic incidents: A way to improve the professional development of mathematics teachers: Gilles Aldon
Section C
Chapter 13. Meta-didactical transposition: A theoretical model for teacher education programs: Ferdinando Arzarello, Annalisa Cusi, Rossella Garuti, Nicolina Malara, Francesca Martignone, Ornella Robutti and Cristina Sabena
Chapter 14: Frameworks for analysing the expertise that underpins successful integration of digital technologies into everyday teaching practice: Kenneth Ruthven
15. Conclusion: Alison Clark-Wilson, Ornella Robutti and Nathalie Sinclair
Index.
Introduction: Alison Clark-Wilson, Ornella Robutti and Nathalie Sinclair
Chapter 0: Interactions between teacher, student, software and mathematics: Getting a purchase on learning with technology: John Mason
Section A
Chapter 1: Exploring the quantitative and qualitative gap between expectation and implementation: A survey of English mathematics teachers' uses of ICT: Nicola Bretscher
Chapter 2: Teaching with digital technology: Obstacles and opportunities: Michael Thomas and Joann Palmer
Chapter 3: A developmental model for adaptive and differentiated instruction using classroom networking technology: Allan Bellman, Wellesley R Foshay and Danny Gremillion
Chapter 4: Integrating technology in the primary school mathematics classroom: The role of the teacher: María Trigueros, María-Dolores Lozano and Ivonne Sandoval
Chapter 5: Technology integration in secondary school mathematics: The development of teachers' professional identities: Merrilyn Goos
Chapter 6: Teaching roles in a technology intensive core undergraduate mathematics course: Chantal Buteau and Eric Muller
Section B
Chapter 7: Digital technology and mid-adopting teachers' professional development: a case study: Paul Drijvers, Sietske Tacoma, Amy Besamusca, Cora van den Heuvel, Michiel Doorman and Peter Boon
Chapter 8: Teaching mathematics with technology at the kindergarten level :Resources and orchestrations: Ghislaine Geuedet, Laetitia Bueno-Ravel, Caroline Poisard
Chapter 9: How do teachers integrate technology in their practices? A focus on their instrumental geneses: Mariam Haspekian
Chapter 10: A methodological approach to researching the development of teachers' knowledge in a multi-representational technological setting: Alison Clark-Wilson
Chapter 11: Teachers and technologies: Shared constraints, common responses: Maha Abboud-Blanchard
Chapter 12: Didactic incidents: A way to improve the professional development of mathematics teachers: Gilles Aldon
Section C
Chapter 13. Meta-didactical transposition: A theoretical model for teacher education programs: Ferdinando Arzarello, Annalisa Cusi, Rossella Garuti, Nicolina Malara, Francesca Martignone, Ornella Robutti and Cristina Sabena
Chapter 14: Frameworks for analysing the expertise that underpins successful integration of digital technologies into everyday teaching practice: Kenneth Ruthven
15. Conclusion: Alison Clark-Wilson, Ornella Robutti and Nathalie Sinclair
Index.