Taking technology seriously

Abstract

Many technologies are advocated for use in mathematics classrooms, but relatively few are in common use in countries throughout southeast Asia. This paper analyses the significance for the use of technology in mathematics of a variety of important influences, including the official curriculum, assessment structures, textbooks, teachers and the economic realities of schools and students. Links between these influences are made, and it is suggested that technology will not be a serious part of the mathematics curriculum unless attention is paid to such links. Advice, drawn from research and authoritative opinion, is offered on the steps necessary for change to take place.