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Research in Mathematics Education Volume 23, 2021 - Issue 2
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Challenging assumptions about relationships between mathematics pedagogy and ICT integration: surveying teachers in English secondary schools

Nicola BretscherUCL Institute of Education, London, UKCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-1226-4025
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Pages 142-158 | Received 08 Jul 2019, Accepted 11 Sep 2020, Published online: 08 Feb 2021

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Ingólfur Gíslason. (2023) Interactions and tensions between mathematical discourses and schoolwork discourses when solving dynamic geometry tasks: what is internally persuasive for students?. Research in Mathematics Education 0:0, pages 1-27.
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Articles from other publishers (4)

Nicola Bretscher. (2022) Conceptualising TPACK Within Mathematics Education: Teachers’ Strategies for Capitalising on Transitions Within and Beyond Dynamic Geometry Software. Digital Experiences in Mathematics Education 9:2, pages 232-254.
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Kenneth Ruthven. (2022) Ergonomic, epistemological and existential challenges of integrating digital tools into school mathematics. Asian Journal for Mathematics Education 1:1, pages 7-18.
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Javier Herrero-Martín, Xavier Canaleta, Javier del Valle & Ricardo Torres. 2022. Learning and Collaboration Technologies. Designing the Learner and Teacher Experience. Learning and Collaboration Technologies. Designing the Learner and Teacher Experience 433 444 .
Francisco Javier Lopez-Hernandez, Yadira Navarro-Rangel & Daniel Mocencahua-Mora. (2021) The role of virtual environments in mathematics education: a literature review. The role of virtual environments in mathematics education: a literature review.

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