14th International Conference on Technology in Mathematics Teaching
Inspiring Learning and Teaching | Networking of Theories | Enhancing Assessment | Developing Visions General Information
The 14th International Conference on Technology in Mathematics Teaching – ICTMT 14 is organized by the University of Duisburg-Essen. It will be held in Essen, Germany, 22nd to 25th of July 2019.
This biennial conference is the fourteenth of a series which began in Birmingham, UK, in 1993, under the influential enterprise of Bert Waits from Ohio State University. The previous conference was held in Lyon, France, in 2017
The ICTMT conference series is unique in bringing together lecturers, teachers, educators, curriculum designers, mathematics education researchers, learning technologists, and educational software designers – all who share the interest in improving the quality of teaching and learning. Through its character, the conference provides a forum for researchers and practitioners in this field to discuss and share best practices, research approaches and results, theoretical know-how, innovation and perspectives on educational technologies and their impact on the teaching and learning of mathematics.
Registration is now open
Registration and Submission is now open and can be found here.
Inspiring learning and teaching
The integration of scientific knowledge and research findings into practice faces the specific challenge that people not following this scientific discourse don’t notice the outcomes in both research and practice. Therefore, there is a need for developing strategies to inspire teaching and learning in accessible ways. We especially ask for research findings that suggest and study examples of the teaching and learning of mathematics with digital technology as well as innovative solutions of scaling and sustaining impacts.
Jürgen Roth, Germany
Lynda Ball, Australia
Networking of theories
Research on the use of technology in mathematics education often requires collaborative actions involving different theoretical perspectives. Hence, there is a need to communicate and network different theoretical approaches. Therefore, it is necessary to study theoretical frameworks focusing on integrating technology into teaching and learning to recognise their similarities and differences. As a result, it is possible to connect, compare and contrast a variety of theoretical frameworks in mathematics education.
Angelika Bikner-Ahsbahs, Germany
Arthur Bakker, Netherlands
Digital technology has the potential to enhance both summative and formative forms of assessment. This conference theme addresses questions concerning the type of skills assessed, the underlying goals, the tasks in use and questions of validity and reliability of assessment.
Michal Yerushalmy, Israel
Chris Sangwin, Great Britain
With the development of new technologies (for example Augmented or Virtual Reality), mathematics educators face the challenge of examining whether these technologies support mathematics learning and – if yes – how they can be integrated into the mathematics classroom. Furthermore, there is a need to develop visions of how an integrated technology can be used to support learning in the future. This conference theme especially calls for contributions either supporting the development of such visions or relating to a meaningful integration of new technological developments into the classroom.
Bärbel Barzel (Germany)
Paul Drijvers (Netherlands)
Florian Schacht (Germany)