Mathematics education and technology

Recent international surveys such as the Organisation for Economic Co-operation and Development (OECD) report Students, Computers and Learning ( 2015) highlight the wide gap in students’ access to, and use of, technology in secondary mathematics in participating countries. The OECD “snapshot” methodology in which 15-year-old students were asked if they (or their teachers) had performed a range of mathematical tasks using computers in the month preceding their completion of the Programme for International Student Assessment (PISA) survey revealed low levels of technology use (see Fig. 1)