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Modern technologies have become an integral part in our society and are increasingly shaping the teaching of mathematics at every level of education. In Austria, the academic school year 2021/22 will undergo an extensive digitalisation; all students who start secondary school will be equipped with a digital device. Our paper reports on anticipated concerns and benefits of mathematics teachers who are required to integrate technologies into teaching mathematics at the first year of secondary education. We conducted an exploratory interview study with secondary mathematics teachers before schools received their digital devices. The data was analysed with techniques based on grounded theory approaches. We discovered that for teachers the anticipated concerns and benefits were: (1) discrimination of students by technologies; (2) by using technologies, students may lose basic mathematical knowledge and skills; (3) individual and playful acquisition of new technological competencies by teachers; and (4) using technologies to enhance differentiation and individualisation in mathematics teaching. One of the key findings of our study is that mathematics teachers in Austria feel capable enough to integrate technologies into the teaching and learning of mathematics at the beginning of secondary education and do not express the need for further technical training. This finding contradicts previous studies and provides a starting point for future investigations.

Combining new educational approaches and educational technologies can make mathematics education more adaptable to pupils' needs in the 21st century. Our explorative educational study aimed to identify how learning settings and learning environments should be designed to facilitate synthesising flipped approaches to education and using GeoGebra. To discover how to combine flipped approaches and GeoGebra in mathematics education, we conducted a nine-month educational study at a Viennese secondary school. In our study, we focused on pupils' needs, as pupils are key to combining successfully new educational approaches and using technologies. Analysing our qualitative research data following design-based and grounded theory approaches indicates that the categories (a) clear task definition and task design, (b) feedback, (c) context and benefits, and (d) single-source learning environments are important for pupils when utilising GeoGebra for enhancing flipped education.

This study aims to uncover some key elements of successful home-learning of mathematics, based on students' perceptions, during the COVID-19 pandemic and offer recommendations for mathematics learning beyond the crisis. Throughout our work, we aimed to examine students' reflections on mathematics learning and learning environments that assisted their ease of transition from in-school face-to-face learning to home-schooling during the COVID-19 isolation. In this paper, we will present how mathematics learning has changed for upper secondary school students in Austria and outline students' perspectives in relation to their new learning experiences during the period of school closures. Through the use of case study principles enhanced by some design-based research approaches, we were able to illustrate that (a) familiarity with the context, (b) problems or tasks as learning triggers, (c) mathematics learning as a social as well as individual process, and (d) perceived positive cost-benefit analysis of learning mathematics are key to students' learning success. Although these categories were key for the students when learning mathematics in home-schooling during the current crisis, these categories could be equally considered when education moves back to school or in mixed learning environments post COVID-19.

Recent developments in educational technology have led to a renewed interest in the utilisation of user-generated microgames for facilitating learning. The advantages and disadvantages of microgames which have been voluntarily created, modified, shared and used by users on open learning platforms to support learning are not yet clearly understood. The present study explores the strengths and weaknesses of user-generated microgames for assisting learning followed with some recommendations for the development and effective use of microgames from elementary teacher perspectives. This study is exploratory research conducted within the GeoGebra application with the participation of elementary school teachers from Indonesia. The study found that, on the one hand, user-generated microgames have multiple advantages to support learning mainly by their simplicity and short duration gameplay. On the other hand, the games have several disadvantages, especially due to the lack of content directly related to learning objectives and less interesting interfaces. It is recommended for users of open learning platforms to create more targeted microgames respecting a particular learning objective and for teachers to creatively connect games to learning for mastering knowledge, skills, or literacies.

Using ePortfolios in mathematics learning is a valuable way to visualise students' learning outcomes in student-driven learning. ePortfolios are typically a collection of finished or fixed artefacts. However, several new software applications offer the opportunity to incorporate the interactive and dynamic characters of mathematics and mathematics­ /earning outcomes. Utilising such new software applications could be further enhanced by using student-driven approaches to teaching such as flipped learning, which is one example of merging the Rotation and Flex models of blended learning. Our study aimed to investigate students' requirements of dynamic and interactive ePortfolio software and related approaches to teaching and learning using the principles of explorative case studies enhanced with the techniques of design-based research and grounded theory. Qualitative analysis of student data collected over seven months indicates that key requirements are (a) a customisable techno-mathematics learning environment, (b) a tool that can enable mathematics learning with different representations, and (c) a familiar and intuitive mathematics learning environment with a limited set of tools.

To further enhance its usability and better serve teachers' needs a new connected classroom technology, called GeoGebra Classroom was developed. in this paper, we outline the results of the potential uses of GeoGebra Classroom in mathematics teaching and learning. in our Design Research study, we utilized the combination of educational research with usability and user experience methodologies. We designed mathematics lesson sequences for teachers and students with the GeoGebra Classroom tool and employed online worksheets for classroom explorations. These lesson sequences were video recorded, teachers' dashboards screen recorded, and participants' work with the tool observed. Furthermore, we collected data with usability and user experience questionnaires, and these were evaluated and complemented with semi-structured user interviews. Besides outlining the results of this study, we present ideas on how to further the development of the GeoGebra Classroom online collaborative tool.

This paper outlines the growing phenomenon and need to integrate technologies into mathematics and science teaching and learning. There are a number of successful projects for valuable integration of technologies around the world, however, these successes are often limited reaching a relatively small number of teachers and students. In this paper, we aim to offer examples of large-scale technology projects that could create a critical mass of users that could further drive innovation and sustainability for educational technology integration. We outline how GeoGebra became one of the most widely used dynamic mathematics software with a user base of more than 100 million; highlight directions of research for technology development and integration; and describe the Geomatech project that aimed to train 2500 teachers in 950 schools in Hungary. We hope that such examples, the developed technology, resources and pedagogies could contribute to further valuable integrations of technologies in mathematics and science education.

This article discusses two examples of geometric problem solving suitable for middle and high school students. Both problems are related to students' everyday life experience and allow them to discover deep connections between mathematical properties and nature. With the help of dynamic mathematics software, students have the opportunity to discover such properties themselves by investigating interactive geometric constructions. (Contains 7 figures and 1 note.)

This study sought to examine the development of prospective secondary mathematics teachers' Technological Pedagogical Content Knowledge as they worked individually and in small groups to develop and present lessons with dynamic mathematics software. In a three-semester long study, data were collected from 68 prospective secondary mathematics teachers enrolled in methods courses through their written reflections, lesson plans, and classroom observations. Our results suggest that the prospective teachers' perspectives on teaching and learning mathematics with technology were enriched as a result of their participation in course activities. We discuss pedagogical implications for these results in a final section. (Contains 1 table and 5 figures.)

This paper describes a study aimed to identify commonly emerging impediments related to the introduction of dynamic mathematics software. We report on the analysis of data collected during a three-week professional development programme organised for middle and high school teachers in Florida. The study identified challenges that participants face during software introductory workshops and evaluated the difficulty levels of the dynamic geometry tools and other features used. Based on the data analysis, complexity criteria for dynamic geometry software tools were developed and commonly occurring difficulties were identified, which provided the basis for the development of several new introductory materials and pedagogy that could assist workshop activities and contribute to the improvement of future introductory professional development workshops with dynamic mathematics software. (Contains 1 table and 1 figure.)

In this paper, we will outline some results of an NCETM (National Centre for Excellence in the Teaching of Mathematics) funded project that aimed to establish a professional development network with an open-source mathematical software--GeoGebra--in England. During the past few years a large international user and developer community has formed around various GeoGebra-related activities. Most teachers who are currently using GeoGebra have not received professional training in the implementation of the software in their teaching practices, but have begun using it due to their enthusiasm or encouragement by their colleagues. However, research suggests that, for the majority of teachers, solely providing technology is insufficient for the successful integration of technology into their teaching. It has been suggested that adequate training and collegial support boost teachers' willingness to integrate technology into their teaching and to develop successful technology-assisted teaching practices. Thus, in our project, involving nine experienced English teachers, we outlined some priorities for professional development and developing supporting materials for English teachers. (Contains 4 figures.)

This paper describes a study aimed to identify most common impediments related to the introduction of an open-source mathematical software package GeoGebra. We report on the analysis of data collected during a three-week professional development programme organised for middle and high school teachers in Florida. The study identified challenges participants face during workshops and evaluated the difficulty levels of GeoGebra tools. Findings of the study, complexity criteria of software tools and commonly occurring difficulties, provided the basis for the development of several new materials assisting workshop activities and contributed to the improvement of introductory GeoGebra workshops. (Contains 1 table, 2 figures, 3 online resources and 1 note.)

This study aims to uncover some key elements of successful home-learning of mathematics, based on students' perceptions, during the COVID-19 pandemic and offer recommendations for mathematics learning beyond the crisis. Throughout our work, we aimed to examine students' reflections on mathematics learning and learning environments that assisted their ease of transition from in-school face-to-face learning to home-schooling during the COVID-19 isolation. In this paper, we will present how mathematics learning has changed for upper secondary school students in Austria and outline students' perspectives in relation to their new learning experiences during the period of school closures. Through the use of case study principles enhanced by some design-based research approaches, we were able to illustrate that (a) familiarity with the context, (b) problems or tasks as learning triggers, (c) mathematics learning as a social as well as individual process, and (d) perceived positive cost-benefit analysis of learning mathematics are key to students' learning success. Although these categories were key for the students when learning mathematics in home-schooling during the current crisis, these categories could be equally considered when education moves back to school or in mixed learning environments post COVID-19. [ABSTRACT FROM AUTHOR]