“…The outstanding performance of Chinese students, particularly Shanghai students, in the Programme for International Student Assessment (PISA) tests in mathematics (OECD, 2010 , 2019 ) has attracted worldwide attention from education policymakers, researchers, and practitioners. Many researchers have studied issues concerning mathematics education in Shanghai, which is the largest city in China and considered to be the nation’s leader in education (UNESCO Institute for Information Technologies in Education et al, 2020 ), from various perspectives, such as classroom instruction (e.g., Ding et al, 2015 ), teacher education and professional development (e.g., Tucker, 2014 ), curriculum and textbooks (e.g., Wang et al, 2017 ), and social and cultural influences (e.g., Fan et al, 2018 ). Nevertheless, there is surprisingly little research on Shanghai students’ mathematics learning from a technological perspective.…”