Transforming the mathematical practices of learners and teachers through digital technologyFootnote^*

*  This article derives from the keynote presentation of the author to the International Congress of Mathematics Education (ICME), delivered in Mexico in 2008. The text is inevitably in part retrospective. It has been updated in relevant parts without the pretence of producing an exhaustive review of the research in the intervening years. Some parts of this article were elaborated in Hoyles and Noss (Citation2009). Earlier versions of the first part of the article appeared in Hoyles (Citation2012) and in Spanish in Hoyles (Citation2015a).

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