This book is about the role and potential of using digital technology in
designing teaching and learning tasks in the mathematics classroom.
Digital technology has opened up different new educational spaces for
the mathematics classroom in the past few decades and, as technology is
constantly evolving, novel ideas and approaches are brewing to enrich
these spaces with diverse didactical flavors. A key issue is always how
technology can, or cannot, play epistemic and pedagogic roles in the
mathematics classroom. The main purpose of this book is to explore
mathematics task design when digital technology is part of the teaching
and learning environment. What features of the technology used can be
capitalized upon to design tasks that transform learners' experiential
knowledge, gained from using the technology, into conceptual
mathematical knowledge? When do digital environments actually bring an
essential (educationally, speaking) new dimension to classroom
activities? What are some pragmatic and semiotic values of the
technology used? These are some of the concerns addressed in the book by
expert scholars in this area of research in mathematics education. This
volume is the first devoted entirely to issues on designing mathematical
tasks in digital teaching and learning environments, outlining different
current research scenarios.