This study investigated the relationship between student achievement and how mathematics teachers use technology. The productiveness and accessibility of technology has prompted many school systems to require teachers to integrate technology into the classroom. Integration of technology has become a key standard of best practices. Some schools are investing in one-to-one computing by providing each student with a personal device such as a laptop or a tablet. Nevertheless, the methods in which students are taught in the classroom have not changed considerably (Heitink, Voogt, Verplanken, van Braak, & Fisser, 2016; Mishra & Koehler, 2006). This research is a secondary data analysis using the student and teacher data from the United States for the 2011 Trends in Mathematics and Science Study (TIMSS), collected by International Association for the Evaluation of Educational Achievement (IEA). This study looked at teachers' comfort level with technology particularly for preparation, administration and classroom instruction, their access to technical support, and the quality of support received, such as professional development, and whether these factors impacted student performance. Five Hierarchical Linear Models (HLM) were fitted to investigate whether any of these determinants were statistically significant for impact on student performance. Only teachers' use of technology for administrative purposes was statistically significant, and this had a negative correlation value. Control variables were added to the HLM models to account for the school contextual situations and student backgrounds that have been found to impact student learning. The control variables that were statistically significant in relation to student performance in all five models included student gender, birth year, and their father's highest level of education. The school level variable, percent of disadvantaged students, in a school was also statistically significant. Findings suggest the use of technology by teachers does not improve student performance. The results of this study demonstrate the need for: a) school leaders to monitor how teachers are using technology and whether constructivist teaching methods are being practiced by teachers, particularly in schools with a high percentage of disadvantaged students, b) technology coaches to work with teachers to improve teachers' self-efficacy with technology, and to plan professional development as needed, c) technology use to be included in the instructional planning phases and not as an afterthought, and d) teacher preparation programs to continue to update their curricula to include activities that focus on all aspects of technology use for pre-service teachers.

The purpose of this study was to investigate whether African American male students' academic achievement level can be positively impacted by teachers' use of instructional technology. In addition, this study examined teachers' level of preparedness in the use of instructional technology as well as their perceptions regarding their level of use of instructional technology. Finally, this study investigated the relationship between the technological activities and how effective these activities were in teaching mathematics objectives to African American males. The participants of this study were middle school teachers from six schools in the southwestern portion of the United States. Participants of this study also consisted of the African American male students enrolled in these teachers' classes. The Middle School Students' Mathematics Teacher Survey was developed and administered to a sample of 33 teachers of middle school-aged African American male students. The results of the study revealed that the level of teachers' preparedness had an influence on the use and implementation of technology use in the classroom. Teachers' preparedness in the use of instructional technology was related to their African American male students' mathematical achievement. Teachers' perceptions of the use of instructional technology was related to their African American male students' mathematics achievement. Results also indicated that teachers' perceptions regarding use of instructional technology were related to their African American male students' mathematics achievement. The level of teachers' preparedness and their perceptions toward the use of instructional technology in the classroom were reliable predictors of their African American male students meeting the standards in mathematics. When analyzing data, inferential statistical techniques were used to determine the differences between observed and expected frequencies.

Countries around the world continue to invest in Information Communication Technologies (ICT) for education and this has led to increased attention from stakeholders (e.g., policymakers, educators, private sector, curriculum developers) (Trucano, 2017). ICT has affordances that may facilitate students’ development of problem-solving skills, analytical skills, and critical thinking needed in the 21st century. However, stakeholders assume the presence of ICT in the classroom will lead to changes in teachers' instructional practices and enhance student learning in critical subjects (e.g., mathematics). Examining the different relationships among key stakeholders (e.g., students, teachers, school leaders) in a learning environment uncovers assumptions about ICT and provides insights into effective and sustained ICT integration (Fullan, 2016). These relationships can explain factors that contribute to the varied ways that teachers use ICT in instruction. With the documented underutilization of ICT in the U.S., a comparative study can provide a global outlook of teachers’ ICT use that may help contextualize this discrepancy from an international lens. Furthermore, a study investigating how mathematics teachers use ICT in their classrooms can shed light on areas that need continued research and subsequently enhance students' learning. To that end, using data from the Teaching and Learning International Survey [TALIS] (OECD, 2013) survey, this study focused on eight countries (Australia, Finland, Latvia, Mexico, Portugal, Romania, Singapore, and Spain) to investigate (a) To what extent do teachers use ICT in mathematics instruction? (b) What is the relationship between professional qualifications (e.g., technology training) and teachers' ICT use of ICT? (c) What is the relationship between teachers' instructional approaches (e.g., constructivist approaches), beliefs (e.g., self-efficacy) and ICT use in instruction? (d) Do teachers use ICT differently in mathematics instruction among students with different characteristics (mathematics achievement levels, special needs status)? (e) How do school contexts predict teachers' ICT use? Results show that teachers' education levels, mathematics self-efficacy, constructivist practices and cooperation amongst educators are associated with ICT use in instruction. Also, mathematics teachers are most likely to incorporate ICT in classes with students with low socioeconomic status. Administrative support and teachers' constructivist beliefs are not associated with teachers’ ICT use in mathematics instruction. Implications for practice and future research of these findings are discussed.

The results of numerous national and international assessments have raised concerns regarding secondary mathematics education in the United States. According to government reports, there has been a significant increase in the use of technology in U.S. schools in the last decade. However, student achievement in mathematics has not improved during this time. A qualitative case study involved observing and interviewing two high school mathematics teachers and 48 high school students in three Advanced Placement (AP) mathematics classes. The study focused on what students and teachers thought about the integration of technology in mathematics education, on how they actually used technology in class, on whether technology helped students to learn cooperatively, and on whether technology helped teachers improve their instruction. Collective results from questionnaire data, interview data, and class observations helped to build an understanding about how technology was used in the three secondary mathematics classrooms.

This topical survey provides an overview of the current state of the art in technology use in mathematics education, including both practice-oriented experiences and research-based evidence, as seen from an international perspective. Three core themes are discussed: Evidence of effectiveness; Digital assessment; and Communication and collaboration. The survey’s final section offers suggestions for future trends in technology-rich mathematics education and provides a research agenda reflecting those trends. Predicting what lower secondary mathematics education might look like in 2025 with respect to the role of digital tools in curricula, teaching and learning, it examines the question of how teachers can integrate physical and virtual experiences to promote a deeper understanding of mathematics. The issues and findings presented here provide an overview of current research and offer a glimpse into a potential future characterized by the effective integration of technology to support mathematics teaching and learning at the lower secondary level.

According to NCTM’s Principles and Standards for School mathematics, "Technology is essential in teaching and learning of mathematics; it influences the mathematics that is taught and it enhances students’ learning.” How does research inform this clarion call for technology in mathematics teaching and learning? In response to the need to craft appropriate roles for technology in school mathematics new technological approaches have been applied to the teaching and learning of mathematics, and these approaches have been examined by researchers world-wide. The first volume provides insight into what research suggests about the nature of mathematics learning in technological environments. Included in this volume are syntheses of research on technology in the learning of rational number, algebra, elementary and secondary geometry, mathematical modeling, and calculus. Additional chapters synthesize research on technology in the practice of teaching and on equity issues in the use of technology in mathematics instruction. Instead of simply reporting achievement scores of students who use technology in their learning, authors provide thoughtful analyses of bodies of research with the goal of understanding the ways in which technology affects what and how students learn. Each of the chapters in this volume is written by a team of experts whose own research has provided important guidance to the field.

Technology is promoted as a way to produce a meaningful view of mathematics for students, but to date, there is still no consolidated view of how to appropriately or effectively implement technology in teaching activities. Using a large-scale teacher survey and a multiple-case study of four different mathematics classrooms, this study explores the complex and dynamic nature of teachers' views regarding what it means to successfully use technology in the socially mediated and culturally bound context of the classroom. Results illustrate that features of appropriate and effective technology-based instruction from the teachers' standpoint are interrelated with the nature of their technology use in teaching mathematics, and this interdependent relationship is bound to a multitude of factors associated with their personal characteristics and teaching environments. However, the features for gauging success of technology integration that teachers actually consider in their practice are generally far removed from those proposed in the research paradigm, which reflect broad educational reform goals. Hence, to leverage technology as a medium for engaging with mathematics differently than what students have traditionally experienced, research in the field needs to provide teachers with clearer guidelines for successful technology-based instruction. Some elements, such as the use of technology to provide more access to mathematics, the process of technology-based teaching from teachers' perspectives, interrelationships among factors affecting technology use, and the consideration of technology as a pedagogic cultural artifact, deserve closer scrutiny when developing theoretical constructs for accounts of technology integration. Findings of the study also indicate a need to help teachers develop knowledge needed for fruitful integration of technology, and to offer better teaching conditions in mathematics classrooms. If technology is to find its place in education, we need a clearer, more clarified conceptual foundation and a better support system than what currently exists in the field to move us closer to an articulated research agenda and productive classroom practice.