Supporting Transitions Within, Across and Beyond Digital Experiences for the Teaching and Learning of Mathematics (part 1)

Whether we consider digital resources, such as graphing software, computer algebra systems, or dynamic geometry environments as “vehicles for mathematical ways of thinking”, or as a means for providing an increasing variety of visual, dynamic and linked computer-based representations that can support the learning of mathematics, “transitioning” between such resources becomes crucial particularly when considering the flexibility, variety, and multimodality of digital environments in combination with all non-digital forms of learning. For this special issue, we invited papers that focused specifically on such transitions, highlighting in particular three types of transition related to digital resources, within, beyond and across. We received a high number of proposals and accepted thirteen papers, collected in the two volumes dedicated to this Special Issue. The papers focus on a variety of types of transitions, involving many different digital resources.