PREPRINT MANUSCRIPT Published in C. Hoyles and J.-B. Lagrange (Eds.) (2010). Mathematics Education and Technology-Rethinking the Terrain. NY: Springer US. DOI 10.1007/978-1-4419-0146-0 The final publication is available at Springer via http://dx.doi.org/10.1007/978-1-4419-0146-0_6 81 Chapter 6 Introduction to Section 2 ∗ Paul Drijvers, Maria-Alessandra Mariotti, John Olive and Ana Isabel Sacristán Abstract This introduction sets the scene for the volume section 2 on the theme of learning and assessing mathematics with and through digital technologies. It first describes the section’s points of departure. Then each of the chapters of the section is briefly addressed. The introduction ends with a short reflection on the section as a whole, noting that the major content emphases are on algebra and geometry, with only limited attention to calculus, statistical reasoning, and proof. In closing, we call for a closer relationship between mathematics education research and educational science in general. Keywords Mathematics education ! Learning ! Digital technology ! Assessment, Learning trajectories 6.1 The Points of Departure One of the themes that served to frame the 17 th ICMI Study “Digital technologies and mathematics teaching and learning: Rethinking the terrain” and which was distinguished as a pivotal issue in the study, was that of learning and assessing ∗ Section 2: Learning and assessing mathematics with and through digital technologies