This presentation examines how mathematics teachers learn, design, and teach with digital technologies, focusing on
the development of their professional knowledge, reflection, and design capacity. Grounded in qualitative and
classroom-based research, my work explores how both pre-service and in-service teachers engage with tools such as
GeoGebra and how they transform these tools into meaningful pedagogical and mathematical resources. I will first
outline my research trajectory—from my doctoral study on teachers’ technology use in classroom practice to more
recent projects on task design and micro-teaching in technology-rich environments. These studies highlight how
teachers’ reasoning, classroom orchestration, and collaborative reflection shape their evolving understanding of
technology’s role in supporting mathematical learning. The research draws on several complementary theoretical
frameworks, including Instrumental Orchestration (Trouche, 2004) and Dynamic Geometry Task Analysis (Trocki &
Hollebrands, 2018), to conceptualize how digital tools mediate teachers’ professional activity and decision-making. The
presentation concludes with an outlook on my future research agenda, which aims to establish a coherent line of inquiry
into teachers’ professional development and digital resource design within the Austrian educational context. I will
discuss how this work connects to the University of Vienna’s goals in mathematics education, digital transformation,
and teacher training, and how it opens pathways for third-party funding, collaboration with teacher education colleges,
and engagement with national and international research networks.