Uses of Technology in K–12 Mathematics Education: Concluding Remarks

The aim of this closing chapter is to reflect on the content of this book and on its overall focus on the development of mathematical proficiencies through the design and use of digital technologyDigital technologyand of teaching and learning with and through these tools. As such, rather than making an attempt to provide an overview of the field as a whole, or trying to define overarching theoretical approaches, we chose to follow a bottom-up approach in which the chapters in this monograph form the point of departure. To do so, we reflect on the book’s content from four different perspectives. First, we describe a taxonomy of the use of digital toolsDigital toolsin mathematics education, and set up an inventory of the different book chapters in terms of these types of educational use. Second, we address the learning of mathematics with and through technology. Third, the way in which the assessmentAssessmentof mathematics with and through digital technologyDigital technologyis present in this monograph is reflected upon. Fourth, the topic of teachers teaching with technology is briefly addressed. We conclude with some final reflections, including suggestions for a future research agenda.