Mathematics and Technology

The use of digital technology in mathematics education has gained significant interest over the past few years with the rapid development of technology and the changing practices in education all around the world. Technology-enhanced learning of mathematics has been increasingly used to enhance conceptual understanding, engagement and problem-solving skills of the students. This study was an attempt to identify and synthesize the pedagogical opportunities of technology enhanced mathematics learning and examine the practical constraints associated with the integration of technology in mathematics education. This research is a systematic review of the studies published between 2020 and 2025 concerning the pedagogical opportunities and practical limitations regarding the use of technology in mathematics education. Following the PRISMA framework, a systematic identification, screening, and analysis of peer-reviewed journal articles were performed. After a rigorous selection process eighteen studies were identified to have met the predefined inclusion criteria, and included in the final review. The selected studies were analyzed with the method of thematic analysis used to identify recurring patterns in the literature and key themes. The results indicated that technology-enhanced mathematics learning provides important pedagogical opportunities such as better conceptual understanding, better student motivation, and development of higher-order thinking skills as well as individualized learning experiences and inclusive education support. However, persistent practical problems were also identified, including insufficient preparedness of teachers, insufficient technological infrastructure, digital inequity, misalignment of curriculum and ethical issues concerning artificial intelligence. The findings in this study conclude that while technology has great potential to transform mathematics education, the effectiveness of technology depends on pedagogical alignment, teacher competence and institutional support. Addressing these constraints is crucial to ensuring sustainable and meaningful integration of technology in mathematics classrooms.

It is a great paradox that despite the great importance attached to mathematics education in Turkey, high failure rates are observed among Turkish students in mathematics. For this reason, new applications are implemented in the field of mathematics education in Turkey. One of these applications is the use of technology in mathematics education. Thus, this research aimed to determine the attitudes and opinions of the middle school students towards the use of the interactive whiteboard, which is among the technologies used in mathematics and mathematics lessons. The research is based on a mixed-method research design in which both quantitative and qualitative methods were used. The quantitative part of the study was conducted with 726 students, selected via the convenience sampling method, in 4 different central schools affiliated to the Ministry of Education (MNE) in the Karabük province during the 2015-2016 academic year, while the qualitative part was carried out with 20 participants determined on a voluntary basis. The research data were obtained from the “Attitude Scale towards Mathematics”, the “Interactive Whiteboard Attitude Scale” and the semi-structured interviews. It was found that the participants in the survey had a positive attitude towards the use of the interactive whiteboard in mathematics lessons and that they were positively affected by the interactive whiteboard in learning mathematics. In addition, it was concluded that participants' attitudes towards mathematics and the use of the interactive whiteboard was above average. It was also found that the male students’ attitudes towards the interactive whiteboard were more positive than that of the female students, and the level of positive attitude towards mathematics decreases as the class level increases accordingly. Finally, a low positive correlation was found between students' attitudes towards mathematics and the interactive whiteboard.

In ICME12, the role of technology in mathematics education was divided into two distinct study groups: Analysis of uses of technology in the teaching (TSG 18) and learning (TSG 19) of mathematics. Of course, these two aspects of mathematics education are closely intertwined, but we tried to concentrate the TSG 19 discussions around the aspect of LEARNING with ICT (Information and Communications Technology).

This study explores the complex interplay between teacher attributes, learner instructional approaches, and the integration of Information and Communication Technologies (ICTs) in mathematics education, highlighting their collective impact on educational outcomes. Through a comprehensive survey of 196 teachers and 315 learners, the research delves into the relationships between teacher experience, educational qualifications, and the frequency and manner of technology use in the classroom. The analysis reveals that younger educators and those possessing advanced academic credentials are more inclined to actively incorporate ICTs into their teaching practices, demonstrating a higher level of comfort and enthusiasm for leveraging these tools to enhance student learning. Conversely, the study finds that more experienced teachers, particularly those with lower qualifications, tend to utilize technology less frequently, possibly due to a preference for traditional teaching methods or a lack of confidence in their ability to effectively integrate new technologies. Additionally, the study investigates the strategies employed by learners, with a particular focus on web-based self-learning approaches, such as the use of online educational videos and interactive platforms. The data indicates a significant positive correlation between these strategies and improved academic performance in mathematics, suggesting that learner-centered approaches that emphasize self-directed, technology-mediated learning can lead to better educational outcomes. These findings underscore the critical importance of considering both teacher characteristics and learner-centered instructional methods when developing strategies for the effective integration of technology in mathematics education. By tailoring these strategies to meet the diverse needs and preferences of educators, while simultaneously promoting effective self-learning techniques among students, educational institutions can better harness the potential of ICTs to improve learning outcomes in mathematics and beyond.

The aim of this study is to investigate how the integration of technology, particularly games, in mathematics education serves as an innovation in mathematics learning. The focus of this research is on the integration of technology in mathematics education, particularly concerning the topic of algebra, specifically linear equations in one variable, using gamification media with the assistance of RPG Maker MV application. This research employs a hermeneutic phenomenological approach to understand the subjective meanings contained in individual experiences related to the use of gamification in a learning context. A total of 39 seventh-grade students and 2 educators from a public junior high school in Luwuk were selected as subjects for this study. The research utilized both test and non-test instruments. Data analysis followed the Miles and Huberman model, involving three stages, namely data reduction, data presentation, conclusion drawing. The results showed that the integration of technology, particularly the use of gamification in mathematics education, has received a positive response from students especially in the field of students' interest, collaboration, and motivation and serves as an innovation in mathematics learning. RPG games have great potential to be used as an interactive learning tools in the classroom because they contain various interesting features that support the psychological and cognitive development of students. Researchers are recommended to design a didactic design that integrate technology, ensuring that educational practices are both engaging and effective in enhancing students' learning experiences.

The present study investigated the impact of virtual reality on mathematics learning, specifically focusing on the perimeters and areas of regular geometric figures. Employing a quantitative approach, a descriptive quasi-experimental study was conducted with eighth-grade students in basic education. Pre- and post-surveys were utilized to assess students’ motivation before and after the virtual reality intervention. The results revealed a significant increase in students’ motivation after the intervention, supporting the hypothesis that virtual reality positively affects students’ motivation towards mathematics learning. Additionally, positive changes were observed in the perception of complexity, enjoyment, and willingness to continue using virtual reality in mathematics learning. These findings suggest that virtual reality could be considered a tool that offers numerous benefits for increasing student motivation and engagement in mathematics learning. Future research is recommended to be longitudinal, comparative, and focused on the development of new virtual reality applications, aiming to further expand understanding of the use of this technology in mathematics education and enhance students’ learning experiences.

(1996). New Ways of Learning = New Ways of Teaching. Childhood Education: Vol. 73, No. 1, pp. 27-31.

This study aims to analyze the theses conducted using the eye-tracking technology in mathematics education based on Council of Higher Education (CoHE) Theses Center. In this study, a total of 12 scientific theses, 7 of which were master's theses and 5 of which were doctoral theses, were evaluated. Data were analyzed with content analysis technique. The theses were analyzed under three headings: descriptive, methodology and topic information. The use of eye-tracking technology in mathematics education theses in Türkiye started with a master's theses in 2010. The universities that produced the most publications are Middle East Technical University and Hacettepe University. The departments that produced the most theses were Computer Education and Instructional Technology and Information Systems. While most of the master's theses were designed in accordance with the mixed research method, most of the doctoral theses were designed in accordance with the quantitative research method. In the theses conducted, mostly undergraduate and graduate students were studied. Applications were generally carried out with between 51-70 participants. While interviews were used in most of the master's theses, interview method was not used in all of the doctoral theses. The most preferred eye tracker was Tobii X2-60. Problem solving strategies and usability studies are the main topics studied using eye-tracking technology in mathematics education.

Technology is important in teaching and learning mathematics. This paper will discuss the use of graphing calculators, the internet and computer math software in mathematics education. Our modern world has entered the information age. Internet online teaching and learning, and online testing have become important part of faculty development and student learning.

The idea of this book arose from research encounters occurred during a past ICTMT Conference: the International Conference on Technology in Mathematics Teaching. The ICTMT Conference, which is now moving to its 13th edition, has a strong commitment to promote technology in mathematics education for improving the quality of teaching and learning by effective use of technology. In recent years, international research in mathematics education has offered a range of theoretical perspectives that attempted to provide different and interrelated frames and viewpoints to the study of use and role of digital technologies in/for teaching and learning mathematics.

Technological mediation has gained relevance in teaching mathematics. Its usefulness and impact depend, to a great extent, on how students approach the learning of the discipline. Two independent instrumental studies were conducted to analyze the psychometric properties of the Spanish version of the Mathematics and Technology Attitudes Scale (MTAS-sv). The first was with 573 Colombian high school students (258 girls) and the second was with 400 (262 girls). Study 1 identified a three-dimensional factor structure formed by the subscales Attitude toward learning mathematics with technology, Self-concept in mathematics, and Confidence in technology, with good factorial properties and appropriate internal consistency scores (ωglobal = .884). Study 2 collected evidence of convergent validity by demonstrating that the subscales correlate directly with similar constructs. This adapted and validated version offers a useful alternative for investigating the role of technology in mathematics education.

This chapter examines the evolution and future perspectives of in the integration of digital technologies in mathematics education through the work of two research groups: Entornos Tecnológicos en Educación Matemática (ETEM) from SEIEMand Educación Matemática y Tecnologías Digitales (EMTD) from SOMIDEM.The objectives and research lines of each group are presented, detailing the theoretical and methodological frameworks employed, as well as the most relevant results obtained to date. Furthermore, challenges and emerging areas in the use of technology in mathematics education are identified, such as the impact of artificial intelligence, computational thinking, and technology-mediated assessment. Finally, potential synergies between ETEM and EMTD are proposed to foster future collaborations that contribute to the advancement of the research in mathematics education and technology.

Integrating mobile learning technologies in mathematics education in light of the pandemic, natural disasters, and recent technological developments is a significant shift in practice. This research applied the systematic review approach to assess the impact of mobile learning aids on students’ learning attitudes, motivation, and performance in mathematics. Based on a synthesis of peer-reviewed articles published from 2010 to 2024, this paper focuses on five themes: (a) student and educator experience and engagement, (b) modification in instructional practices, (c) learning and achievements, (d) opportunities, challenges, and strategies, and (e) mobile learning perceptions. The review reveals that mobile learning enhances students’ essential and higher-order thinking skills by establishing interactivity and learning through inquiry. However, other factors, such as the unequal distribution of resources and technology, still pose a challenge. To address these issues, it is suggested that future policies should focus on improving infrastructure, digital competency, and professional learning for instructors. Further, it is essential for institutions to engage faculty members in collaborative platforms to enhance their practice and have secure measures for data protection. This systematic review emphasizes the need for the researcher to conduct these evaluations over time to gauge the long-term impact of mobile learning and to look at the effects of this form of learning on different groups of students. It also concludes that future studies need to pay attention to ethical concerns and ways to provide equal opportunities in integrating technology into mathematics education for all students.

This study investigates kindergarten children’s mathematics learning with a focus on the role of teachers’ mathematics education and readiness beliefs, and home learning environment. Using structural equation modeling to estimate the individual differences in early mathematics learning, data from 5,845 kindergarteners was evaluated. Findings show that teachers’ beliefs regarding what is important for children’s preparation in mathematics selectively influenced what they taught in the classrooms for mathematics education and what children experienced in kindergarten. The results also reveal that children who were provided ample experiences in reading and singing activities at home, and more frequent math learning practices, problem-solving activities, and arts or life-related materials within the classroom showed greater math thinking skills and higher math achievement scores than those who were not provided such experiences. More reading and singing activities at home, math learning practices, problem solving activities, and use of art or life-related materials during the kindergarten year are encouraged to highlight kindergarteners’ mathematics instruction and learning. What has a greater impact on mathematics learning in kindergarteners appears to be the kind of instruction that is planned and delivered, rather than teachers’ beliefs regarding mathematics readiness.

This article examines the pedagogical potential of innovative educational technologies in enhancing academic lyceum students’ interest in learning mathematics. The purpose of the study is to substantiate the effectiveness of integrating information and communication technologies, interactive methods, and learner-centered approaches into mathematics instruction. The research is based on a qualitative and descriptive methodology, including classroom observations, analysis of teaching practices, and reflective evaluation of students’ learning activities in an academic lyceum setting. The findings indicate that the systematic use of innovative technologies increases students’ learning motivation, cognitive engagement, and independent thinking. The study highlights the practical significance of applying modern pedagogical technologies in mathematics education and offers methodological recommendations aimed at improving the quality and effectiveness of teaching in secondary and pre-university education contexts.