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In recent years many teachers and students have begun having good access to digital technology in their classrooms, and in the context of Sweden the majority of secondary schools are known as one-to-one schools, with students having their own computer or tablet. However, the mere presence of technology in the classroom is not a guarantee for improved teaching and learning. In fact, there is a challenge involved with integrating technology in the classroom and many teachers need support. Therefore, the aim of this thesis is to contribute to the knowledge about support for teachers integrating digital technology, especially a classroom response system (CRS), in the mathematics classroom. This is done by focusing on frameworks for CRS task design and technology integration. The thesis consists of two papers and a kappa. Both papers use data from a design research project including interventions in two cases. Paper I focuses on the development of design principles and task types for CRS tasks in a multiple-choice format aiming to engineer mathematical classroom discussions. The study generated three design principles, six task types, and 31 empirically evaluated tasks. The empirical evaluation shows that teachers consider the evaluated CRS tasks useful for engineering mathematical classroom discussions. Paper II focuses on exploring the potential of Ruthven’s (2009) SFCP framework as tool for analyzing empirical data in order to conceptualize and analyze teachers’ reasoning about critical aspects of technology integration in the mathematics classroom. The results show that the SFCP framework can be useful for capturing teachers’ reasoning about critical aspects of technology integration, but also that the framework does not capture teachers’ reasoning about students’ attitudes and behaviors. Therefore, the framework would benefit from taking into consideration students’ attitudes and behaviors, as these features are a challenge teachers need to deal with when integrating technology in the classroom. This thesis kappa, building on earlier research as well as the results and methods of its own papers, ends with an elaborated discussion on the challenges and support for teachers wanting to integrate CRS in their mathematics classroom.

Lärare och elever har idag god tillgång till digital teknik i klassrummen. I Sverige är numera majoriteten av högstadie- och gymnasieskolorna en-till-en skolor där alla elever har en egen dator eller surfplatta. Blotta närvaron av digital teknik i klassrummen är inte en garanti för förbättrad undervisning och ökat lärande. I själva verket så är det en utmaning att integrera digital teknik i klassrummet och många lärare behöver stöd för att lyckas med detta. Syftet med den här uppsatsen är att bidra till kunskap om stöd för lärare som integrerar digitala verktyg i matematikklassrummet. Detta görs dels genom att fokusera på ramverk för att konstruera matematikuppgifter till digitala responssystem och dels genom att undersöka ett ramverk för teknikintegrering i undervisningen. Uppsatsen består av två artiklar och en kappa. Båda artiklarna använder data från ett designforskningsprojekt bestående av interventioner i två separat fall. Artikel I fokuserar på utvecklingen av designprinciper och uppgiftstyper för flervalsuppgifter till digitala responssystem. Uppgifterna syftar till att initiera och fördjupa matematiska diskussioner i klassrummet. Studien genererade tre designprinciper, sex uppgiftstyper och 31 empiriskt utvärderade flervalsuppgifter som kan användas för att välja, värdera och konstruera uppgifter till responssystem. Den empiriska utvärderingen visar att lärarna anser att de testade uppgifterna och uppgiftstyperna är användbara för att initiera matematiska klassrumsdiskussioner. Artikel II fokuserar på att undersöka potentialen av Ruthvens (2009) ramverk ”Structuring Features of Classroom Practice” (SFCP), som ett analytiskt verktyg för att begreppsliggöra och analysera lärares resonemang om kritiska aspekter vid teknikintegrering i matematikklassrummet. Resultatet visar att ramverket är användbart för att fånga lärares resonemang om kritiska aspekter vid teknikintegrering i undervisningen, men också att ramverket inte fångade lärares resonemang om elevers attityder och uppförande. Studien föreslår att ramverket kan utvecklas och förbättras genom att även ta hänsyn till elevernas attityder och uppförande, eftersom detta är kritiska aspekter som lärare behöver hantera när de integrerar teknik i klassrummet. Med utgångspunkt från tidigare forskning och resultaten i artiklarna avslutas uppsatsens kappa med en utvecklad diskussion om utmaningar och stöd för lärare som integrerar digitala responssystem i matematikklassrummet.

In recent decades, research has stressed the importance of productive classroom discussions in high-quality mathematical instruction for all learners. However, after decades of attempts by professional development programs to support teachers in achieving these discussions, they are rarely reported on in the classroom context. Thus, there is still a need for support for teachers’ establishment of these discussions. One promising activity for achieving productive discussions involves using a classroom response system and implementing tasks in a multiple-choice format. However, there is little knowledge about whole-class discussions in secondary school mathematics using this approach. This thesis responds to this lack by contributing to knowledge about support for achieving productive whole-class discussions in mathematics using classroom response systems and multiple-choice tasks. The thesis particularly addresses knowledge about the key practices of constructing multiple-choice tasks and leading whole-class discussions. This is operationalized by applying an educational design research approach to 1) develop design principles for constructing tasks and a supplementary task type framework and further evaluate the potential of these design principles by characterizing whole-class discussions, and 2) explore frameworks for analyzing teachers’ leading of whole-class discussions and technology integration. In this work, data from interviews with teachers, reflection notes, and observations were used. The main results cover: characteristics of useful tasks in a multiple-choice format aiming at supporting teachers in achieving productive discussions; characteristics of whole-class discussions in the context of classroom response system in secondary school mathematics; the potential of applying the Structuring Features of Classroom Practice framework as an analytic tool to conceptualize and analyze teachers’ reasoning about classroom response system; and the suggestion of five new categories of teacher actions and enrichments of two existing categories in the redirecting, progressing and focusing framework. In the kappa of this thesis, these results are merged and discussed in relation to theories of ambitious mathematics instruction. The focus is on examining whether and how classroom response systems and multiple-choice tasks can support teachers in establishing this instruction. In summary, the main contributions of this thesis are: a tool for constructing multiple-choice tasks aimed at generating productive discussions in mathematics; an examination of analytical tools for analyzing teachers’ leading of whole-class discussions and technology integration; and suggestions for the development of these tools.