Aldon, G. (2015). Technology and Education: Frameworks to Think Mathematics Education in the Twenty-First Century, in U. Gellert et al. (eds.), Educational Paths to Mathematics, Advances in Mathematics Education, DOI 10.1007/978-3-319-15410-7_24, Springer

Improving the quality of teaching and learning by effective use of technology is a common goal that brings together teachers, researchers, students and, more widely, other citizens. However, the roads leading to this goal are often quite different. What are the main changes, for teachers, for students and in the interactions between students  and teachers? Different theoretical frameworks provide tools to analyse and understand what happens in the classroom: multirepresentation and multimodality; instrumental and documentational genesis; role of technology in an experimental part of mathematics, didactical incidents. Starting from experiments, this chapter shows how these frameworks can be combined to analyse the role of technology, the difficulties and some success in mathematics education.

Aldon, G. (2013). Didactic incidents: a way to improve the professional development of mathematics teachers. In Clarck-Wilson, A., Robutti. O., Sinclair. N., (dir.) : The Mathematics Teacher in the Digital Era, Science+Business Media Dordrecht 2014, pages 319-346. Springer.

Aldon, G. et Becu-Robinault, K. (2013). Modelisation et representations des etats de l'eau par des eleves de SEGPA. Recherches en didactique des sciences et des technologies, 8:23-46.

Aldon, G. (2013). Hop-o-my Thumb and maths education, in Faggiano, E., Montone, A. (Eds) Conference proceedings, ICTMT 11, Bari, Italy, 9th-12th July, 5-14.