Mathematics Education in the Digital Age: Integrating Technology to Enhance Mathematics Teaching and Learning

Dear Colleagues,

The use of digital technologies has the potential to fundamentally reshape how mathematics is taught, learned, and experienced across educational settings. Emerging technologies, ranging from dynamic geometry environments and computer algebra systems to generative artificial intelligence, data visualization tools, and online collaborative platforms, offer powerful opportunities for reimagining mathematics education. These tools open new possibilities for mathematics education by supporting innovative approaches to teaching and richer opportunities for learning. They enable teachers to design interactive learning environments, create tasks that support mathematical explorations, and respond flexibly to students’ thinking, while providing students with access to dynamically linked multiple representations, opportunities for experimentation and visualization, and platforms for collaboration and deeper engagement with mathematics.

At the same time, integrating technology into mathematics classrooms is not without challenges. Teachers need to align tools with pedagogy, develop knowledge and confidence in their use, address curricular and practical constraints, and adapt to rapidly evolving digital technologies. Students faced with the dual demands of learning mathematics while navigating technological tools risk over-reliance on outputs and may struggle to transfer insights across contexts. Understanding these complexities and identifying research-based approaches to leveraging technology effectively is therefore critical for advancing mathematics education in the 21st century.

This Special Issue seeks to bring together high-quality scholarship that examines the opportunities, challenges, and innovations in integrating technology into mathematics teaching and learning across a range of educational levels and contexts, including K–12, undergraduate and graduate education, teacher education, and informal or out-of-school environments. We welcome contributions that draw from diverse methodological, theoretical, and practical perspectives with a shared commitment to advancing our understanding of how technology can be meaningfully integrated into mathematics teaching and learning. We invite submissions in a variety of research forms, including empirical studies with robust qualitative, quantitative, or mixed-methods designs; design-based research; theoretically driven conceptual papers; and systematic or scoping reviews that synthesize emerging evidence.

Potential topics for submissions include, but are not limited to, the following:

• Designing, implementing, and evaluating technology-rich mathematical tasks;
• Artificial intelligence, machine learning, and adaptive technologies in mathematics teaching and learning;
• Dynamic, interactive, and visualization tools for enhancing teaching practices and student learning;
• Students’ opportunities and challenges in learning mathematics in technology-rich environments;
• Technology-supported pedagogical approaches for developing mathematical concepts, reasoning, and processes;
• Teachers’ decision-making processes in integrating technology into practice;
• Theoretical perspectives on the interplay between digital tools, pedagogy, and student learning.

Dr. Xiangquan Yao
Dr. Trina J. Davis
Dr. Yuling Zhuang
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 250 words) can be sent to the Editorial Office for assessment.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

• mathematics teaching and learning
• digital technologies
• technology integration
• dynamic mathematical technologies
• Artificial Intelligence (AI)