The conference especially calls for papers regarding the following topics:

• Inspiring learning and teaching: The integration of scientific knowledge and research findings into practice faces the specific challenge that people not following this scientific discourse don’t notice the outcomes in both research and practice. Therefore, there is a need for developing strategies to inspire teaching and learning in accessible ways. We especially ask for research findings that suggest and study examples of the teaching and learning of mathematics with digital technology as well as innovative solutions of scaling and sustaining impacts.
   
• Networking of theories: Research on the use of technology in mathematics education often requires collaborative actions involving different theoretical perspectives. Hence, there is a need to communicate and network (c.f. Bikner-Ahsbahs & Prediger, 2014) different theoretical approaches. Therefore, it is necessary to study theoretical frameworks focusing on integrating technology into teaching and learning to recognise their similarities and differences. As a result, it is possible to connect, compare and contrast a variety of theoretical frameworks in mathematics education.
   
• Developing Visions: With the development of new technologies (for example Augmented or Virtual Reality), mathematics educators face the challenge of examining whether these technologies support mathematics learning and – if yes – how they can be integrated into the mathematics classroom. Furthermore, there is a need to develop visions of how an integrated technology can be used to support learning in the future. This conference theme especially calls for contributions either supporting the development of such visions or relating to a meaningful integration of new technological developments into the classroom.
   
• Enhancing Assessment: Digital technology has the potential to enhance both summative and formative forms of assessment. This conference theme addresses questions concerning the type of skills assessed, the underlying goals, the tasks in use and questions of validity and reliability of assessment.