Exploring the Potential of Digital Technologies in Mathematics Education through Practical Development Cases

Digital tools (DTs) are increasingly available in mathematics education, yet their classroom use often remains limited to presentation tools, and their potential to support inquiry and conceptual understanding is underutilised. Our previous work on computer-based testing (CBT) with dynamic objects showed that such assessment becomes effective only when aligned with DT-based learning activities. Building on this insight, this study develops a set of DT-based tasks for upper secondary mathematics designed to integrate exploration, reasoning, and conceptual understanding. Using dynamic representations and 2D/3D visualisation, we present four case studies illustrating different mathematical activities supported by DTs. We also analyse their roles within the Doing–Learning–Teaching framework and discuss how interaction data generated through these tasks may contribute to more effective formative assessment.