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The availability of technology in the mathematics classroom challenges the way teachers orchestrate student learning. Using the theory of instrumental orchestration as the main interpretative framework, this study investigates which types of orchestrations teachers develop when using technology and to what extent these are related to teachers' views on mathematics education and the role of technology therein. Data consisted of videotapes of 38 lessons taught by three teachers, who also provided information on their views through questionnaires and interviews. Qualitative analysis of these data led to the identification of orchestration types and teacher profiles. The orchestration preferences of the three teachers proved to be related to their views. A detailed analysis of one exemplary episode suggests how other theoretical perspectives might complement the theory of instrumental orchestration.

This paper attempts to engage the field in a discussion about what mathematics is needed for students to engage in society, especially with an increase in technology and digitalization. In this respect, mathematics holds a special place in STEM as machines do most of the calculations that students are taught in K-12. We raise questions about what mathematical proficiency means in today's world and what shifts need to be made in both content and pedagogy to prepare students for 21st Century Skills and mathematical reasoning.Keywords 21st century skills . Digitalization . Mathematics education . Workplace mathematics With this paper, we want to stimulate a discussion about what mathematics education should aim for in preparing students for the digital age. To illuminate the need for such a discussion, we will explore potential answers to the question, "What are the implications of the computerization and globalization of our society for mathematics education?" In doing so, we will build on the preparation for, and the deliberations of, the Discussion Group on this topic at the International Congress on Mathematics Education (ICME-13) Int J of Sci and Math Educ (2017) National Taiwan Normal University, Taipei, Taiwan 5 Kanazawa University, Kanazawa, Japan in Hamburg, Germany. Although we recognize, as do others, that mathematics education for the future should be considered within the context of STEM education (English, 2015), in our view, mathematics deserves focused attention. This is especially true because of the way computerization affects mathematics and vice versa. Moreover, applications of mathematics also concern a variety of non-STEM fields, such as social sciences, finance, logistics, and risk analysis. In addition, we argue that mathematics education asks for careful vertical planning which might be compromised in a heavy push for STEM integration. In relation to this, we may observe that proponents of research focusing on what STEM integration might look like, such as English (2016), caution that current literature underemphasizes mathematics in the STEM world. The motivation for our exploration is in the observation that the role of mathematics in our society is not only growing, but that mathematics is also increasingly done by machines. This will have an impact on both future job requirements and on the mathematics one will need to understand one's world. So the question arises, "How can mathematics education prepare students for being able to participate in the digital society of the future?"Our world is changing rapidly under the influence of informatization, automatization, digitalization, and globalization. Computers are becoming cheaper and more powerful, steadily following Moore's Law: Every two years the number of transistors in a computer chip doubles (Moore, 1965). Brynjolfsson and McAfee (2014) add that not only microchip density but also processing speed, memory capacity, energy efficiency, and download speed develop with exponential speed. Moreover, almost everything is bein...

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