Our research aimed to investigate the potential learning benefits to young children of implementing digital interactive multimodal technologies that provide both visual and haptic experiences in elementary mathematics classrooms. We studied the ways in which fourth-grade students collaboratively create collective strategies for solving…

Digital technology is indispensable for doing and learning statistics. When technology is used in mathematics education, the learning of concepts and the development of techniques for using a digital tool are known to intertwine. So far, this intertwinement of techniques and conceptual understanding, known as instrumental genesis, has received…

Sampling distributions are fundamental for statistical inference, yet their abstract nature poses challenges for students. This research investigates the development of high school students' conceptions of sampling distribution through informal significance tests with the aid of digital technology. The study focuses on how technological tools…

This paper focuses on students' mathematical discourse emerging from interactions in the digital environment GeoGebra, in which one can construct virtual objects that realize mathematical signifiers and then interact with them. These virtual object realizations can become "dynamic interactive mediators" (DIMs) that influence the…

Inspired by the entering of computer algebra systems (CAS) in the Danish upper secondary school mathematics program, this article addresses, from a theoretical stance, what may happen when traditional procedures are outsourced to CAS. Looking at the commands "solve" and "desolve," it is asked what happens when such CAS…

Educational research literature on mathematical modelling is extensive. However, not much attention has been paid to empirical investigations of its scholarly knowledge from the perspective of didactic transposition processes. This paper reports from an interview study of mathematical modelling activities involving nine professional model…