This is a hybrid event; attendees can either join in person or on Teams. If the latter, please click on the 'Register for this event' button in the top right of this webpage, and fill in the form to receive the Teams link.

If you would prefer to attend in person, the seminar will take place in Room G/8, in the Waterloo Bridge Wing of Franklin Wilkins Building, King's College London, Stamford Street, SE1 9NH. If you are not a member of CRESTEM, please email crestem-events@kcl.ac.uk to RSVP.

Places are limited; please register early to avoid disappointment.

The extent to which technology can support the learning and teaching of mathematics has been a popular research topic for many decades, with views ranging from cynical to evangelical. Not seldom such views are not based on empirical evidence.

This seminar presents results from several projects that involve the use of technology to support the learning and teaching of mathematics. The seminar first turns to evidence from the latest round of the OECD Programme for International Student Assessment (PISA) in 2022, which focussed on mathematics education among 15-year olds. Evidence on technology and resource use from PISA 2022 is presented in an international, comparative perspective. Specific emphasis is placed on data from several countries, as the main presenter is using the insights from the secondary data analysis to co-create digital mathematics books with collaborators from Japan and Indonesia. The seminar then presents several examples of more and less successful examples of technology use for mathematics education, including work on help-seeking in an online maths environment, and work on feedback use in Intelligent Tutoring Systems. The seminar concludes with a vision for integrating technology, presenting plans to transform static high quality mathematics textbooks from the School Mathematics Project archives into interactive digital mathematics books. These plans aim to also include recent developments with Large Language Models