In a world where the available technologies that might be used within the context of mathematics education have exploded to a level that none of us can keep pace with, there has never been a greater need for educators to be more discerning about which technologies to adopt (or not). Alongside, policy makers and curriculum developers also struggle to provide guidance that both looks to the future, and is grounded in what can be practically implemented and sustained.
The overarching theme āInnovating more by doing lessā will prompt the conference participants to consider not only what is possible with respect to the design and use of technology, but what is feasible within current (and near future) education settings. The sub-themes of the conference are organised in relation to the processes that underpin a critical approach.
Designing technology for mathematics education:Ā This theme embraces all aspects of innovation from the design of the technology itself alongside considerations of the new, or evolving practices of educators. The design of technology to support the professional learning of educators (teachers and lecturers also falls within this theme.
Implementing technology in diverse mathematics education settings: This theme encompasses all aspects of the use of technologies within real-world mathematics education settings. In particular, we welcome reflective contributions from teachers and lecturers in the form of hands-on workshops in which participants engage in mathematical activities for themselves. Alongside, we also welcome empirical studies of the implementation of technologies from both the learner and educator perspectives.
Evaluating the impacts of technology: This theme embraces Theoretical and methodological contributions that explore the concept of impact from different perspectives (cognitive, psychological, social, societal, political etc.).