President's Message

Equitable Teaching Practices When Using Technology in the Teaching of Mathematics

“Technology can play an integral part in promoting equitable teaching practices by providing additional ways to value and make visible students' brilliance and diverse perspectives while providing further access and opportunity.” — AMTE (2022)

In the last few years several professional organizations, including AMTE, have updated their position statements on uses of technology in the teaching of mathematics. In this article I will highlight the messages included in these position statements about equitable uses of technology and ways to leverage technology to humanize mathematical learning experiences. I examine these issues along the following three categories. First, stimulating students’ engagement and interest in mathematics and fostering mathematical understanding. Second, supporting the development of positive mathematical identities of the learners. And finally, considering issues of access, design, and use.

Stimulating Students’ Engagement and Interest in Mathematics and Fostering Mathematical Understanding

In these statements we are reminded of the value of using mathematical action technologies (Dick & Hollebrands, 2011), tools that allow learners to explore mathematical ideas and observe, make, and test conjectures about mathematical relationships. These tools can be used to develop students’ understandings of mathematical ideas and for students to interpret results (AMTE, 2022; NCTM, 2023).

Furthermore, students’ engagement and interest in mathematics can be stimulated by choosing contexts that are relevant to learners. By doing so, students are more likely to become interested in the mathematics, but also in community problems. They can also experience the potential power of mathematics to challenge injustice and contribute to societal improvement (NCTM, 2023).

Supporting the Development of Positive Mathematical Identities of the Learners

Conveyance technologies (Dick & Hollebrands, 2011), such as presentation software, communication tools, and collaborative tools, can allow students to revisit, reflect on, revise their work, and build collective knowledge through communication. This can empower students and help them develop positive mathematical identities.

Conveyance technologies also allow teachers to monitor students’ work and thinking, Teachers can select, sequence, and connect students’ work. Teachers can use this information to highlight students’ brilliance and make visible students’ diverse perspectives (AMTE, 2022; NCTM, 2023). This strategic use of technology provides more equitable access and opportunities for all learners.  

Considering Issues of Access, Design, and Use

Finally, we are reminded of the critical issues of access, design, and use (TODOS, 2020). Regarding access, it is important that teachers, students, and parents, have access to the tools needed. As far as design, we need to remember that many of the technological tools engineered for instruction were designed without input from or consideration for Black, Indigenous, and People of Color (BIPOC). So, teachers and educators need to monitor uses of technology with a critical eye for design issues. And regarding use, we need to make sure humane uses of technology are prioritized (TODOS, 2020).


Whether it is the use of technology for teaching mathematics, or any aspects of teaching that we consider, these statements remind us that we must critically examine our learning environments and teaching practices so that equitable and humane uses of technology are advocated, and the effects of these approaches are documented.

Enrique Galindo, AMTE President


Association of Mathematics Teacher Educators. (2022). Position of the Association of Mathematics Teacher Educators on Technology.

Dick, T., & Hollebrands, K. (2011). Focus in high school mathematics: Technology to support reasoning and sense making. Reston, VA: National Council of Teachers of Mathematics.

National Council of Teachers of Mathematics. (2023). Equitable integration of technology for mathematics learning: A position of the National Council of Teachers of Mathematics.

TODOS. (2020). Equity considerations of access, use, and design of technologies for teaching mathematics.