In Topic Study Group 44 we built on current and emerging research in distance learning, e-learning, and blended learning. Specifically, we pushed the boundaries of what is known through an examination and discussion of recent research and development in teaching and learning through these modalities, with a focus on primary, secondary, and higher education. Some of the subtopics considered were utilization of both Web 2.0 and Web 3.0 resources in e-learning, blended learning, and distance education modalities (for example, how are OER utilized as a resource by users); MOOC (what are the affordances and constraints of this approach through specific cases); emerging work on the usage of mobile technologies (such as cell phones and tablets) for distance learning; transitioning traditional classroom practices to use online affordances and constructing bi-learning environments; enabling mathematical collaboration in online mathematics education; online distance education and blended learning in the professional development of mathematics teachers; e-portfolio for reflected mathematics teaching and learning; orchestrating productive mathematical conversations in an online or blended learning setting; the role of the faculty/moderator in online mathematics education; emergence and sustainability of communities of practice in online environments of collaboration and co-construction of resources; research methodologies and paradigms for studying online and blended mathematics education; and evaluation and effectiveness of distance education, e-learning, and bi-learning.

The TSG served to disseminate significant contributions as seen from international perspectives by providing an overview of the current state-of-the-art research, sharing and discussing emerging work (trends, ideas, methodologies, and results), and a calling for the development of a canon of research for online, blended, and distance math education. As a part of TSG 44 activities, research presentations by distinguished people in the field, posters, and sessions of collective discussion and reflection around previously accepted research contributions were considered.

On the first day during the conference, two sessions of work were accomplished, one on the topic of cases and perspectives of distance learning, e-learning, and blended learning and the other on online student learning, both chaired by Rose Vogel. The scholars who presented the talks in the first session were Fabian Mundt and Mutfried Hartmann; Kar Fu Yeung, Rachel Ka Wai Lui, William Man Yin Cheung, Eddy Kwok Fai Lam, and Nam Kiu Tsing; Karin Landenfeld, Martin Göbbels, and Antonia Hintze (invited paper); and Tatjana Hrubik-Vulanovic. The scholars in the second session were Jonathan T. Lee; Bijeta Kumar and Bibhya Sharma; and Yasuyuki Nakamura, Tetsuya Taniguchi, Kentaro Yoshitomi, Shizuka Shirai, Tetsuo Fukui, and Takahiro Nakahara.

There were also two sessions on the second day covering the topics of online collaborative learning and teacher PD through online tools and learning, both chaired by Rubia Barcelos. The first topic’s presentations were given by Arthur Powell (invited talk); Kadian M. Callahan and Anne-Marie S. Marshall; and Mandy Lo, Julie-Ann Edwards, Christian Bokhove, and Hugh Davis. The talks on the second topic in the afternoon were given by Maman Fathurroman, Hepsi Nindiasari, Nurul Anriani, and Aan Subhan; Tatyana A. Oleinik; Andrey I. Prokopenko and Sergeevich S. Zub; Maria E. Navarro, Veronica Hoyos, Victor Raggi, and Sergio Vazquez; and Eugenia Taranto, Virginia Alberti, and Sara Labasin.

The third session, was chaired by Jason Silverman and covered the topic of mathematics teacher education at a distance and mediated by ICT. The talks were by Elizabeth Fleming, Daniel Chazan, Pat Herbst, and Dana Grosser-Clarkson (Invited Paper); Cosette Crisan; Tamar Avineri, Hollylynne S. Lee, Dung Tran, Jennifer N. Lovett, and Theresa Gibson; and Yaniv Biton and Osnat Fellus. During the afternoon, a third session was chaired by Veronica Hoyos on the topic of distance learning and quantitative assessment, and talks were given by Tajana Hrubik-Vulanovic, Ferlisa Bundalian Lavador, Mary J. Castilla, and Richard Vinluan and Maxima Joyosa Acelajado.

The last session on the topic of communities of learning at a distance and enhanced by ICT, was chaired by Veronica Hoyos. The following scholars presented their work on that topic: Marcelo Borba (Invited talk); Giovannina Albano, Maria Polo, and Pier Luigi Ferrari; and Angela María Restrepo.