There is a significant body of research relating to technology-enhanced mathematics education and the perceived potential of digital tools to enhance the learning experience. The aim of this research is to take a structured look at the types of empirical interventions ongoing in the field, and to attempt to classify and analyse the ways in which digital tools are being employed in such research. A systematic analysis of 139 recent, published studies of technology interventions in mathematics education, selected from in excess of 2000 potential studies, has been undertaken. A system of classification, developed as a part of this research, is used to categorise the digital tools, the pedagogical foundations and goals of the activities, and the levels of technology integration in the studies. Analysis of the results of this classification highlights a disparity between what is being researched in published empirical studies, and approaches that have been recognised as optimising the potential of technology to enhance mathematics education. Potential reasons for current trends are proposed and explored.

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Many studies over the past thirty years have highlighted the important role of students' beliefs for successful problem solving in mathematics. Given the recent emphasis afforded to problem solving on the reformed Irish secondary school mathematics curriculum, the main aim of this study was to identify Irish students' (n = 975) beliefs about the field. A quantitative measure of these beliefs was attained through the use of the Indiana Mathematical Belief Scale, an existing thirty item (five scale) self-report questionnaire. A statistical analysis of the data revealed that students who were further through their secondary education had a stronger belief that not all problems could be solved by applying routine procedures. In contrast, the same students held less positive beliefs than their younger counterparts that they could solve time-consuming problems and that conceptual understanding was important. The analysis also indicated that gender had a significant impact on three of the five belief scales.

Background Multiple psychological consequences of the COVID-19 outbreak and quarantine have been described. However, there is a lack of global conceptualization. We argue that the stressful aspects of the situation, the multiple environmental consequences of the outbreak, and the diversity of symptoms observed in such a situation, suggest that Adjustment disorder (AD) is a promising way to conceptualize the psychological consequences of the outbreak and quarantine. The first aim of the study was to validate the French version of the ADNM. The second aim was to set out adjustment difficulties resulting from COVID-19 outbreak and quarantine. Method We recruited 1010 (840 women, 170 men) who consented online to participate. They filled out the French ADNM, visual analogic scales, HADS, IES, and the COPE, to evaluate coping strategies. Results We confirmed the factor structure of the ADNM and we found good psychometric properties. We found that 61.3% of participants presented an adjustment disorder related to COVID-19 outbreak. We found multiple risk factors and protective factors to AD due to quarantine and outbreak. We also identified the coping strategies negatively and positively associated with AD. Conclusion Adjustment disorder is a relevant concept to understand psychological manifestations caused by quarantine and outbreak. The French ANDM has good psychometric properties to evaluate such manifestations. The association between coping strategies and AD symptoms suggest that CBT may be the best intervention to help people suffering from AD.