• Celia Hoyles
  • Jean-Baptiste Lagrange
Part of the New ICMI Study Series book series (NISS, volume 13)


This chapter reports on the aims, organisation and outcomes of the 17th ICMI Study and in its final section provides an executive summary of the book as a whole.


Mathematics Teacher Mathematical Knowledge Digital Technology Virtual Network Mathematics Curriculum 
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  3. Hoyles, C., & Noss, R. (2003). What can digital technologies take from and bring to research in mathematics education? In A. J. Bishop, M. A. Clements, C. Keitel, J. Kilpatrick & F. K. S. Leung (Eds.), Second International Handbook of Mathematics Education. Dordrecht: Kluwer.Google Scholar
  4. Hoyles, C., Lagrange, J.B. (2005). 17th ICMI Study Digital Technologies and Mathematics Teaching and Learning: Rethinking the Domain Short Announcement Educational Studies in Mathematics, Vol. 60, No. 2, (October 2005), pp. 267–268.Google Scholar
  5. Hoyles, C., Lagrange, J. B., Le Hung Son, & Sinclair, N. (Eds.) (2006). Proceedings of the Seventeenth Study Conference of the International Commission on Mathematical Instruction, Hanoi Institute of Technology and Didirem Université Paris 7.Google Scholar

Copyright information

© Springer Science+Business Media, LLC 2009

Authors and Affiliations

  • Celia Hoyles
    • 1
  • Jean-Baptiste Lagrange
    • 2
  1. 1.London Knowledge Lab, Institute of EducationUniversity of LondonLondonUK
  2. 2.IUFM University of Reims and DidiremParisFrance

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