Theorizing Teachers’ Practices with Digital Technologies Within Mathematical Domains and Contexts

The central question addressed in this chapter is: How do technology-related theories help us better understand teachers’ domain-specific practices and their associated knowledge for technology use and integration? To answer this question, we overview five studies on teachers’ practices incorporating technologies for teaching in various mathematical domains. The studies were chosen because they span several educational levels and took place in different countries. The theories allow us to see the dynamic and complex nature of teachers’ classroom practices and their evolving knowledge as they use digital technology to promote students’ understanding.