Abstract\ud The central question at stake in this chapter is: What theoretical frames are used in technology-related research in the domain of mathematics education and what do these theoretical perspectives offer? An historical overview of the development of theoretical frameworks that are considered to be relevant to the issue of integrating technological tools into mathematics education is provided. Instrumental approaches and the notion of semiotic mediation are discussed in more detail. A plea is made for the development of integrative theoretical frameworks that allow for the articulation of different theoretical perspectives

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In order to promote problem-based and active learning in the physics laboratory, we designed a flipped classroom focused on the Franck-Hertz experiment. The flipped classroom approach moves course content from the classroom to homework and uses class time for engaging activities and problem solving. This constructivist approach to teaching is an effective means of student-centred collaboration and it can promote active learning, enhance critical thinking and obtain the maximum use of student-faculty time together. We report preliminary results of the flipped classroom approach to a laboratory and how it worked in the context of a small group of students in a physics course.