Guest Editorial for Special Issue “Digital Experiences in University Mathematics Education: Advances and Expectations”

Abstract

(2024) argued that there are numerous studies that have examined small-scale experiments involving the integration of pre-existing technology and programming into university mathematics teaching, often drawing on researchers’ personal experiences or discoveries with these tools in their research. [...]we believe that this Special Issue contributes to the progress in the so-far small field of research on digital resources on UME (a claim supported by Winsløw et al.’s (2024) work mentioned earlier). In more detail, (i) University teachers and students as (co-)designers of digital technologies for teaching, learning and doing mathematics; (ii) Students’ experiences, ways of thinking (algebraic, geometric, computational, etc.) and development of competencies (reasoning, proving, modelling, problem solving, etc.) as affected by the use of digital technologies; and (iii) Students’, teachers’ and multipliers’ experiences with emerging digital technologies such as mobile apps, theorem provers, digital concept maps; (3) Teacher and student practices with regard to algorithmics, computational thinking and programming / rethinking (digital) assessment in UME. Fahlgren et al. focus on the development of Computer-Aided Assessment (CAA) tasks that target higher-order mathematical skills, particularly through an example-generation task on polynomial function understanding.