Research into the use of technology in mathematics education is not new (e.g., Hoyles, 2001; Laborde, 1995). However, there has not been a similar level of rigourous research conducted into the use of mobile technologies – iPads, iPods, iPhones, Androids, Tablets and the like. Such research is of particular importance as schools are investing heavily in such devices without a concomitant investment in developing practices regarding how such devices may be used to develop conceptual rather than procedural or declarative knowledge (e.g., Calder, 2011). Expressions of interest, via extended abstract (approx. 500 words) are invited for a special issue of MERJ investigating mathematics education and mobile technologies and can be emailed to either [email protected] or [email protected] by October 6, 2014.