The role of digital technologies in enhancing learning and teaching has been a subject of interest to mathematics educators for at least the past three decades. International interest in this area has been paralleled in Australasia as is evidenced by chapters on this topic in previous MERGA research reviews (e.g., Goos & Cretchley, 2004; Thomas & Chinnappan, 2008). Earlier reviews have provided a 'time stamp' for the forms of technology that have gradually been implemented in educational settings, including review chapters concerned with computer and calculator use in school classrooms. The influence of internet technology to promote learning and teaching of mathematics has been more recently researched and reviewed. The limited variety of technologies available in earlier times encouraged previous authors to structure their reviews around the influence of specific digital tools. Thus, discussion of the influence of technology on the teaching and learning of mathematics tended to be organised around how computers, calculators, or the internet could be used by teachers to enhance the development of students' mathematical capacities. These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
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