This book explores technological integration in mathematics classrooms of varied and diverse socioeconomic contexts. The evolving needs of society, the critical role of mathematics in everyday life, and changes in school curricula have driven curriculum reforms, innovative teaching methods, and technology integration in mathematics education. This book provides comprehensive studies focusing on bridging learning gaps between underprivileged and gifted learners, as well as practical insights for educators and researchers. These studies also explore the possibilities of technology-driven innovations in improving marginalized students access, engagement, and learning outcomes in mathematics, all while continuing to incorporate approaches that maintain cultural sensitivity to suit the diverse backgrounds of both learners and teachers. This book is particularly suited for mathematics educators, as well as researchers interested in the development of strategies for serving underprivileged and gifted learners.
Deepening and Expanding the Construction of the Two Centers.-
Benchmarking Domestic Leading New Media Platforms to Build a Strong National
New Media Brand for Hubei.- Research Report on Enhancing the Competitiveness
of Hubei's Cultural Industry.- Research Report on the Impact of COVID-19 on
Hubei's Cultural Enterprises.- Wuhan Cultural Industry Development Report
(20182019).- Comparative Study of Cultural Industry Development in Wuhan and
Relevant Cities (2019).
Ernest Ampadu is an associate professor in mathematics education at KTH Royal Institute of Technology, Sweden, with over 20 years of experience as a primary and secondary teacher. His research interests focus on the role of students learning experiences, the role of the environment in fostering childrens and adolescents education, curriculum development, and teacher professional development.
Zingiswa Jojo is a full professor at Rhodes University, South Africa. Her research interest is spread through instructional design in mathematics teaching, ethnomathematics and Indigenous knowledge in mathematics teaching and learning, mathematics in-service teacher professional development, and pre-service mathematics teacher education and learning in mathematics.
Eva Hartell is the head of research in Haninge Municipality, Sweden, and a researcher at KTH Royal Institute of Technology, Sweden. She is involved in national and international practitioner-based research and development projects focusing on bridging teaching and learning, working closely with teachers and schools to bridge teaching and learning in general and primarily in STEM education.
Gladys Sunzuma is a senior lecturer at Bindura University, Zimbabwe, in mathematics education. She specializes in teacher education and contributes to instrument development and data analysis projects, as well as integrating technology in teaching and learning mathematics.
Farouq Sessah Mensah is a researcher in mathematics education at Stockholm University. His work advances understanding of how mathematics teacher education can support teachers agency, professional judgement, and meaningful use of instructional technology in both resource-rich and resource-constrained contexts. He examines how teaching practices are intentionally structured and justified and how digital tools reshape opportunities for learning and decision-making in classroom practice. His research has been published in leading international journals in mathematics education and educational technology.
