THE TECHNOLOGICAL REVOLUTION AND THE REFORM OF SCHOOL MATHEMATICS

Technology and technology-intensive mathematics curricula are catalyst s for the mathematics education reform movement. Students can understa nd mathematics more deeply when they assume responsibility for their o wn learning as they engage in and reflect on authentic mathematical ac tivity. Analyzing technology in mathematics classrooms as cognitive te chnologies with differing degrees of transparency and different abilit ies to externalize representations, viewing technology used to enhance computational skills as amplifiers, and viewing technology used to en courage students to investigate mathematical phenomena and real-world situations as reorganizers, I evaluate the ways in which empirical res earch supports this vision or calls it into question.