ABSTRACT
We are entering a new stage of the digital era where certain technologies are becoming ever more ubiquitous in our lives. Such technologies offer immersive experiences for students and fluid forms of interactivity to enhance engagement. Technology is also capturing the affordances of connectivity to enable users to connect with each other, to share their work and favorite media, and to preserve access to such items as they freely roam around a hot-spotted planet through cloud computing. Yet, it is unclear how such ubiquitous and highly usable forms of technology can and will be used in classrooms in mathematically meaningful ways. The warning of Cuban (2001) about the unfulfilled promise of technology as an agent of transformation is still relevant today, and recent national reports in the United States describe the challenging student achievement gaps between ethnic groups in mathematics classrooms, especially in urban settings, with technology still not enhancing access for all.
