Abstract is missing.
- IntroductionGail Marshall, Mikko J. Ruohonen. 1-12
- ICT s and secondary school mathematics - themes, visions and realitiesBernard Hodgson, David C. Johnson, David Tinsley. 1-6
- The impact of informatics on the teaching of mathematicsTom J. van Weert. 7-18
- Toward an embodied view of the mathematics curriculum in a world of technologyThomas E. Kieren. 19-28
- Social uses of the Internet and the construction of new models for mathematics teaching and learningCarles Romero i Chesa, Ferran Ruiz i Tarragó. 29-40
- Young students and future teachers as passengers on the Logo engineIvan Kalas, Andrej Blaho. 41-52
- How informatics and discrete thinking return to schoolWalter Oberschelp. 53-64
- Using the history of mathematics as a source of technology-rich problemsJerry Johnson. 68-70
- Towards more natural interfacesJean-Marie Laborde. 71-76
- Spreadsheets: just smart calculators or a new paradigm for thinking about mathematical structures?Erich Neuwirth. 77-88
- Personal computing technology: use and possibilitiesAdrian Oldknow. 89-98
- Computer-supported mathematical learning in the information age: mathematical modelling learned through hypertextsShoichiro Machida. 99-106
- A genetic way to conic sections and planetary motion with Cabri-GéomètreHerbert Möller. 107-110
- Construction of meaning and teacher control of learningNicolas Balacheff. 111-120
- Teacher training as a key issue for the integration of computer technologiesMichèle Artigue. 121-130
- The computer in mathematics teaching: scenes from the classroomRosa Maria Bottino, Fulvia Furinghetti. 131-140
- The integration of IT and teacher training: supporting teachers in their use of hardware and software tools in the schoolPhilippe Clarou. 141-150
- Teachers and technology: the case of mathematical learningRosamund Sutherland. 151-160
- Teachers and technology: pre-service training for mathematicsDave Miller. 161-164
- Moving from fashions to a continuous stream of change: teacher development and ITAnna Kristjánsdóttir. 165-168
- A culture of proving a school mathematicsCelia Hoyles. 169-182
- Relationship between the spatial and theoretical in geometryColette Laborde. 183-194
- Computers and applied constructivismUri Leron, Orit Hazzan. 195-204
- Cognitive development and classroom interaction: a theoretical foundation for teaching and learningMundher Adhami, David C. Johnson, Michael Shayer. 205-214
- Preparing for the computer age at an early ageHarriet J. Fell. 215-224
- Construction of personal meaning through the use of advanced geometrical software: the case of trigonometryMorton Blomhøj. 225-228
- Complementing different software environments to mediate the introduction of variable, parameter and unknownGiuliana Dettori, Simonetta Greco, Enrica Lemut. 229-232
- Authority and responsibility when learning mathematics in a technology-enhanced environmentThomas Lingefjärd, Jeremy Kilpatrick. 233-236
- Human and social issues in the age of informaticsRonald E. Anderson. 237-246
- Challenge, conflict and culture: issues for secondary school mathematics educatorsGail Marshall. 247-254
- Spreadsheets for mathematics in a developing nationDeane Arganbright. 255-264
- Educational experiments of distance learning and reorganisation of mathematics educationKlaus-Dieter Graf, Kiyoshi Yokochi. 265-276
- On-line communities as a vehicle for developing secondary mathematics educatorsTerence R. Cannings, Garz S. Stager. 275-278