Research on the Relationships Between Mathematics Teachers’ Practices, Knowledge, and Skills and the Use of Digital Resources

The presence of digital resources in mathematics classrooms can fundamentally alter mathematics teaching, learning and curriculum, as well as how they are both studied and theorized. These shifts bring new complexities to the already complex work of teaching, requiring teachers to develop new routines, practices, skills, and competencies. They also invite the generation of new frameworks and tools for conceptualizing and studying the work of teaching. The chapters in this section, Relationships Between Mathematics Teachers’ Practices, Knowledge, and Skills and the Use of Digital Resources, take these digital evolutions as a starting place and explore their implications for interactions among teachers, resources, learners, and other stakeholders and for researchers. This chapter locates the work presented in the seven chapters that follow in existing research and frameworks related to mathematics teaching practice, teacher knowledge, professional learning, and teachers’ resource systems. Within the chapter, teach- ing and research are viewed as cultural and context-specific practices, influenced by local norms and culturally encoded perspectives. In order to offer a global perspective, the seven chapters in the section represent work from 15 different countries or cultural contexts. This chapter provides a brief overview of each of these chapters before identifying additional questions for consideration.