Professor Alison Clark-Wilson works at the Institute of Education, University College London. Her research spans aspects of designing, implementing, and evaluating educational digital technologies with a particular interest in mathematics education. More specifically, she researches the more dynamic mathematical technologies alongside teachers’ professional trajectories as they come to know and use such technologies. Beyond mathematics, Alison has extensive experience of working with governments, civil society organisations and industry partners on initiatives that aim to bridge research knowledge with educational technology product design and evaluation processes.Professor Ornella Robutti works in the Mathematics department “G. Peano” at the University of Torino. Her fields of research are students’ cognitive processes during mathematical activities; teaching mathematics within technological environments; teachers’ work as individuals and in communities,when teaching mathematics, when learning in professional development programs, and when designing tasks for students; meanings of mathematical objects in institutional and social contexts; mathematics students’ and teachers’ identities; boundary objects and boundary crossing between communities.Professor Nathalie Sinclair is a Distinguished University Professor in the Faculty of Education at Simon Fraser University. She is the founding and current editor of Digital Experiences in Mathematics Education and has written several books, including Mathematics and the Body: Material Entanglements in the Classroom. She directs the Tangible Mathematics Project, which has created multitouch applications TouchCounts and TouchTimes.

• 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.

Professor Alison Clark-Wilson works at the Institute of Education, University College London. Her research spans aspects of designing, implementing, and evaluating educational digital technologies with a particular interest in mathematics education. More specifically, she researches the more dynamic mathematical technologies alongside teachers’ professional trajectories as they come to know and use such technologies. Beyond mathematics, Alison has extensive experience of working with governments, civil society organisations and industry partners on initiatives that aim to bridge research knowledge with educational technology product design and evaluation processes.Professor Ornella Robutti works in the Mathematics department “G. Peano” at the University of Torino. Her fields of research are students’ cognitive processes during mathematical activities; teaching mathematics within technological environments; teachers’ work as individuals and in communities,when teaching mathematics, when learning in professional development programs, and when designing tasks for students; meanings of mathematical objects in institutional and social contexts; mathematics students’ and teachers’ identities; boundary objects and boundary crossing between communities.Professor Nathalie Sinclair is a Distinguished University Professor in the Faculty of Education at Simon Fraser University. She is the founding and current editor of Digital Experiences in Mathematics Education and has written several books, including Mathematics and the Body: Material Entanglements in the Classroom. She directs the Tangible Mathematics Project, which has created multitouch applications TouchCounts and TouchTimes.

• 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.

Professor Alison Clark-Wilson works at the Institute of Education, University College London. Her research spans aspects of designing, implementing, and evaluating educational digital technologies with a particular interest in mathematics education. More specifically, she researches the more dynamic mathematical technologies alongside teachers’ professional trajectories as they come to know and use such technologies. Beyond mathematics, Alison has extensive experience of working with governments, civil society organisations and industry partners on initiatives that aim to bridge research knowledge with educational technology product design and evaluation processes.Professor Ornella Robutti works in the Mathematics department “G. Peano” at the University of Torino. Her fields of research are students’ cognitive processes during mathematical activities; teaching mathematics within technological environments; teachers’ work as individuals and in communities,when teaching mathematics, when learning in professional development programs, and when designing tasks for students; meanings of mathematical objects in institutional and social contexts; mathematics students’ and teachers’ identities; boundary objects and boundary crossing between communities.Professor Nathalie Sinclair is a Distinguished University Professor in the Faculty of Education at Simon Fraser University. She is the founding and current editor of Digital Experiences in Mathematics Education and has written several books, including Mathematics and the Body: Material Entanglements in the Classroom. She directs the Tangible Mathematics Project, which has created multitouch applications TouchCounts and TouchTimes.

• 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.