Table of content
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.