This book brings together international research on school teachers’, and university lecturers’ uses of digital technology to enhance teaching and learning in mathematics. It includes contributions that address theoretical, methodological, and practical challenges for the field with the research lens trained on the perspectives of teachers and teaching. As countries around the world move to integrate digital technologies in classrooms, this book collates research perspectives and experiences that offer valuable insights, in particular concerning the trajectories of development of teachers’ digital skills, knowledge and classroom practices.

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1: Introduction.- 2: Designing Professional Development for Teaching Mathematics With Technology: A Multi-Level Approach to Foster Teacher and Facilitator Noticing.- 3: Using Instrumental Orchestration Model for Planning and Teaching Technology-Based Mathematical Tasks as Part of a Restructured Practicum Course.- 4: An Ensemble Approach to Studying the Teaching of Multiplication Using Touchtimes.- 5: Using First- and Second-Order Models to Characterise In-Service Teachers’ Video-Aided Reflection on Teaching and Learning with 3D Pens.- 6: Opportunities and Challenges that Silent Video Tasks Bring to the Mathematics Classroom.- Teaching Linear Equations with Technology: A Flipped Perspective.- 7: Tensions and Proximities in teaching and learning activities: Case study of a teacher’s implementation of tablet-based lesson.- 8: Digital Resources in Kindergarten Teachers’ Documents and Resource Systems: A Case Study in France.- 9: Analysis of Primary School Teachers’ Roles in the Dynamicsof Mathematics Lessons that Integrate Technology Resources in Challenging Socio-Economic Contexts.- 10: Characterising Features of Secondary Teachers’ Curriculum Scripts for Geometric Similarity with Dynamic Mathematical Technology.- 11: Instrumental Orchestration of the use of Programming Technology for Authentic Mathematics Investigation Projects.- 12: Researching Professional Trajectories Regarding the Integration of Digital Technologies: The Case of Vera, A Novice Mathematics Teacher.- 13:The Abrupt Transition to Online Mathematics Teaching due to the Covid-19 Pandemic: Listening to Latin American Teachers’ Voices.- 14: Meta-Didactical Transposition 2: The Evolution of a Framework to Analyse Teachers' Collaborative Work with Researchers in Technological Settings.- 15:Revisiting Theories that Frame Research on Teaching Mathematics with Digital Technology.