Technology use has become commonplace in some mathematics classrooms, often being used for formative assessment. Research supports the use of technology to engage students, but not as much research exists to investigate the impact on student learning. The purpose of this study was to investigate whether a statistical relationship exists between the post-lesson assessment results of students engaging in a formative assessment lesson where the teacher delivers the lesson with technology and students engaging in a formative assessment lesson where the teacher delivers the lesson without technology. The teachers administered pre- and post-lesson assessments to the students after the formative assessment lesson enactments. The whole class introduction and whole class discussion took place with the teacher using technology to deliver the lesson for the control groups. The whole class introduction and whole class discussion took place without the teacher using technology to deliver the lesson for the experimental groups. This study also investigated teacher and student perceptions of the use of technology in the teaching and learning of mathematics. The teachers were intervieto gather their perception of any implications resulting from their use of technology in the formative assessment lesson. Students completed a survey to express their views on the use of technology in a formative assessment lesson delivery. Observations of one experimental class and one control class took place during the formative assessment lessons for each teacher
