Digital Technology and Mathematics Education: The Teacher Perspective in Mathematics Education Research—A Long and Slow Journey Still Unfinished

Abstract

This chapter delineates Michèle Artigue's research-trajectory from the perspective of the teacher's practice and teacher education involving the use of digital technologies. Three main episodes of this trajectory are outlined: teachers' practices in the classroom and how they are impacted by the use of technologies; developments of these practices over the time and the process of genesis of technology uses; teacher education as a key factor of the evolution of technologies integration in educational systems. For each episode, Michèle Artigue's specific contribution and the issues she raised are first put forward, then a synthetic overview of research studies tackling these same issues and how they extended in the field is presented and relevant research in the domain are also highlighted.