Technology Integration in Mathematics Teacher Education: Enhancing Pedagogy and Practice

Dear Colleagues,

Recent technological changes have significantly affected mathematics education. In recent years, we have witnessed a rapid integration of digital technologies in mathematics teaching and learning. As a consequence, mathematics teachers’ professional development regarding the use of digital technologies in their practice has also increased, for both prospective and in-service teachers.

By technology, we refer to digital technology, domain-specific to both teaching and learning purposes (e.g., specific software such as GeoGebra) and general purposes, such as educational platforms or spreadsheets.

The teacher’s practice refers to the work that teachers do: teaching in the classroom with students, designing activities or learning environments, and attending professional development programmes.

The purpose of this Special Issue is to contribute to research concerning mathematics teacher education using technology. In particular, we aim to collect research papers concerning empirical and/or theoretical frameworks for analysing and understanding how mathematics (in-service or prospective) teachers use technologies in their practice.

Examples of relevant topics include but are not limited to the following:

• Innovative pedagogical approaches to technology-based mathematics teacher professional development;
• Pedagogical theories to enhance the use of technology in teacher education;
• Digital environments for mathematics teacher education;
• Innovative teaching and learning practices in mathematics teacher education with technology;
• Teacher knowledge, competencies and beliefs concerning the use of technology in their practice;

Reviews of research and theoretical perspectives on the professional development of mathematics teachers with technology from different backgrounds, contexts, and views.

Dr. Umberto DELLO IACONO
Dr. Domenico Savio BRUNETTO
Guest Editors

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