A new issue of ZDM has been published, and this issue has a focus on “Handheld technology in the mathematics classroom – theory and practice”. The theme issue presents 12 articles, including an editorial by Paul Drijvers and Hans-Georg Weigand:

• Handheld technology for mathematics education: flashback into the future, by Luc Trouche and Paul Drijvers
• Examining the didactic contract when handheld technology is permitted in the mathematics classroom, by Robyn Pierce, Kaye Stacey and Roger Wander
• Towards a competence model for the use of symbolic calculators in mathematics lessons: the case of functions, by Hans-Georg Weigand and Ewald Bichler
• Multimodality in multi-representational environments, by Ferdinando Arzarello and Ornella Robutti
• Handheld calculators between instrument and document, by Gilles Aldon
• Emergent pedagogies and the changing role of the teacher in the TI-Nspire Navigator-networked mathematics classroom, by Alison Clark-Wilson
• Teachers’ views on dynamically linked multiple representations, pedagogical practices and students’ understanding of mathematics using TI-Nspire in Scottish secondary schools, by Allan Graham Duncan
• Influences of CAS and GC in early algebra, by Matthias Zeller and Bärbel Barzel
• MobileMath: exploring mathematics outside the classroom, by Monica Wijers, Vincent Jonker and Paul Drijvers
• Hoyles, C. and J.-B. Lagrange (eds.) (2010): Mathematics Education and Technology—Rethinking the Terrain. The 17th ICMI Study. Springer: New York a. o., by Hans-Georg Weigand
• Ivor Grattan-Guinness: Routes of Learning: Highways, Pathways, and Byways in the History of Mathematics. The John Hopkins University Press, Baltimore, 2009. 386 pp. ISBN 978-0801892486 Paperback, by Gilda de La Rocque Palis