Themes

The ICTMT conferences aim to bring together lecturers, teachers, educators, curriculum designers, mathematics education researchers, learning technologists and educational software designers, who share an interest in improving the quality of teaching and learning by effective use of technology. It provides a forum for researchers and practitioners in this field to discuss and share better practices, theoretical know-how, innovation and perspectives on educative technologies and their impact on the teaching and learning of mathematics.
The general theme of this conference is related to the progress of mathematics education research on the design and integration of technology in educational settings, for learners of all ages rom primary schools to universities.
This theme will be split in the following sub-themes that traditionally feed the ICTMT conferences:

• Curriculum

Technology and its use impact the ways that the mathematics curriculum is designed and implemented both in schools and at the university level.
What are the new impacts of technology on the content, progression and approach to the mathematics curriculum?

• Assessment

Technology offers through its functionalities and affordances new possibilities for assessment in mathematics and particularly for formative assessment. How can teachers support the students' learning that make use of these functionalities and affordances? How can technology support students to gain a better awareness of their own learning?

• Students

Does technology still motivate students to learn mathematics? How can technology support students’ to learn mathematics? How can technology foster the development of creative mathematical thinking in students? How can students use their day-to-day technological skills/experiences to support their mathematics learning in and out of schools?

• Teachers

Technology can provide a means for mathematics teachers' professional development through online professional development initiatives, such as blended courses and more recently “massive Open Online Courses (MOOCs). How can technology best support mathematics teachers’ professional development? What are the design principles for technology-mediated professional development courses? How can the impact of such courses on mathematics teachers’ professional learning be assessed? Does the use of technology within professional courses for practicing mathematics teachers impact positively on teachers’ uses of technology in mathematics lessons?

• Innovation

New developments in technology for learning and teaching mathematics come both from the design of new applications and from research and innovation. In what ways can these developments enhance mathematics teaching and learning? How can technology become a bridge between mathematics and other subjects? Does creativity in the design of technology impact the creativity of students in maths classes?

• Software and applications

What is new in the design of educational software and applications? How can the recent technological developments, such as robotics, touch technology, virtual reality, be exploited to refreash or enhance mathematics teaching and learning?