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International audience; This chapter introduces the chapter of the book, in situating it in a trajectory of two researchers.

This chapter reports on the work of Working Group 4 and focuses on the integration of digital resources into mathematics teaching and learning practices. There are five central sections, focusing on, instrumental genesis, instrumental orchestration, the documentational approach to didactics, digital resources and teacher education, and the design of learning environments with the use of digital resources. A range of constructs and theoretical approaches are covered in these five sections, and the opening section comments on construct validity and issues in “networking” theoretical frameworks. The chapter can be viewed as a literature review which surveys past and present (at the time of writing) scholarship with an eye to possible future research. The chapter is extensive in several dimensions: a large range of digital resources and applications are considered; the subjects using digital resources are not just teachers but also students, student teachers and student teacher educators. Issues raised in the sections include individual and collective use of resources, the adaptation of these resources for specific learning goals and to prepare (pre- and in-service) teachers for the use of digital resources.

International audience; Drawing from the experience of writing a book with a research mathematician (*), the lecture will highlight the variability of tool use for achieving a mathematical task, depending on the user and on the finality of the activity encompassing this task. This reflection will lead to evidence some conditions for a fruitful use of tools in the context of doing/learning/teaching mathematics.(*) Monaghan, J., Trouche, L., & Borwein, J. (2016). Tools and mathematics, instruments for learning. Springer

Source at http://www.mathematik.uni-dortmund.de/~prediger/ERME/CERME10_Proceedings_2017.pdf Flipped Classroom approaches to teaching are becoming increasingly popular in higher education, but there is a lack of empirical research. We present here a study performed during an engineering course for 20 students at a Norwegian university, on student appropriation towards Flipped Classroom through interviews, questionnaire, video/quiz usage statistics and classroom filming. We approach this research through an activity theoretical framework, focusing on tensions experienced as the students try to tackle the demand of video preparation and active learning in class. In line with much of the recent research on the topic, we find that most students seem to appreciate more collaboration with peers and teacher. However, there is also evidence that the new form of teaching creates various tensions; a minor part of the cohort demonstrates conflicting beliefs about mathematics learning, resisting the active learning part of Flipped Classroom.