This paper outlines the growing phenomenon and need to integrate technologies into mathematics and science teaching and learning. There are a number of successful projects for valuable integration of technologies around the world, however, these successes are often limited reaching a relatively small number of teachers and students. In this paper,…

Many mathematics educators are not aware of a strong connection that exists between the education of computer programming and mathematics. The reason may be that they have not been exposed to computer programming. This connection is worth exploring, given the current trends of automation and Industry 4.0. Therefore, in this paper we take a closer…

There has been much research about tasks and learning environments but not yet sufficient regarding those involving mobile technologies for mathematics education. This paper discusses the quality of the expanding amount of tablet applications for primary school mathematics and their eloquent integration in student-centred learning environments…

In this study, we examine mathematicians' perspectives of the utility of software in mathematics and the teaching of mathematics. In particular, we report findings from a survey questioning 422 mathematicians with respect to their beliefs regarding the usefulness of software in mathematics research, teaching, and learning; recommended software…

The use of handheld CAS technology in undergraduate mathematics courses in Australia is paradoxically shrinking under sustained disapproval or disdain from the professional mathematics community. Mathematics education specialists argue with their mathematics colleagues over a range of issues in course development and this use of CAS or even…

This article describes 11 papers in which the authors report their research on technology as enhancement in the teaching and learning of mathematics, in the context of the application of activity theory for design and/or analysis. There is considerable diversity across the papers in how the authors have interpreted their task and in particular how…

In the current study we follow the development of the pedagogical procedure for the course "Constructions in Geometry" that resulted from using dynamic geometry software (DGS), where the computer became an integral part of the educational process. Furthermore, we examine the influence of integrating DGS into the course on students' achievement and…

Two kinds of software, CAS and DGS, are starting to work towards mutual integration. This paper envisages common grounds for such integration based on principles of computer theorem proving (CTP). Presently, the CTP community seems to lack awareness as to which of their products' features might serve mathematics education from high-school to…

In this paper, we will outline some results of an NCETM (National Centre for Excellence in the Teaching of Mathematics) funded project that aimed to establish a professional development network with an open-source mathematical software--GeoGebra--in England. During the past few years a large international user and developer community has formed…

Formal requests were recently introduced for integration of ICT in secondary school mathematics. As the main issue, students must develop competence to decide when and how it is appropriate to use available ICT tools and to use them. These new requests put demands on those teachers who have not developed corresponding competencies themselves.…

Over the past decade, research on the use of technology in the mathematics classroom has focused primarily on issues of student learning and engagement. In this article, we focus on middle grades mathematics teachers' use of The Geometer's Sketchpad, and study both the decisions they make about when to use technology, and their motivations for…

In this study, I examine the role of dynamic geometry software (DGS) in curricular proof tasks. I investigated seven US high school geometry textbooks that were categorised into three groups: technology-intensive, standards-based, and traditional curricula. I looked at the frequency and purpose of DGS use in these textbooks. In addition, I…

The study of a real function of two real variables can be supported by visualisation using a Computer Algebra System (CAS). One type of constraint of the system is due to the algorithms implemented, yielding continuous approximations of the given function by interpolation. This often masks discontinuities of the given function and can provide very…

This paper provides some examples of how lecturers in our department have attempted to tackle the didactical challenges posed by CAS. In addition, it outlines the research approaches we took to better understand these issues.