Incorporating Digital Technologies to the Mathematics Classroom: In-Service Teachers Reflect on the Changes in their Practice

In this paper, we report data from six primary and middle-school in-service teachers in Mexico, who have been reflecting on the changes in their practice, and that of their colleagues, when incorporating digital technologies (DT) to their mathematics classrooms. The changes documented take into account different aspects: the teacher, didactical materials, classroom interactions, students’ learning and motivation, technical aspects and the broader school community context.