Technology in mathematics education: a stocktake & crystal-ball gazing

This paper seeks to conduct a stocktake of the current use of technology in mathematics education, and engage in some crystal-ball gazing as to how it might be used in the future. First, it briefly discusses the history of the use of digital technologies in mathematics education, focusing primarily on the period of growth from the mid-1990’s. It will consider some of the theoretical perspectives that have emerged over that period, and using the framework developed by the author [50; 53], will attempt to describe the ‘current state of play’ for the effective integration of technology into the teaching and learning of mathematics. Then using this position and framework as a starting point, the paper postulates what might be some significant challenges ahead for teachers and institutions in the continuing search for effective meaning-making in mathematics with technology.