This research study is an investigation that describes how intermediate mathematics teachers use laptop technology in their classrooms and the influence of this technology on mathematics teaching and learning using the framework of the Ten Dimensions of Mathematics Education (McDougall, 2004). This study was a qualitative analysis of the experiences of six teachers, as well as the classroom environments they created with the use of technology. Data were gathered using a variety of methods including observation, field notes, interviews, and surveys. Previous research suggests that mathematics teachers have not used laptops frequently, and when they are used, they are used in traditional ways. This study shows that there is potential for mathematics teachers to be effective implementers of laptop technology. The role of the teacher in the studied one-to-one laptop classrooms became one of a facilitator. These teachers were able to be more student-centred in their delivery of the mathematics curriculum. These teachers were also more creative and they were able to use multiple resources to demonstrate mathematical concepts. Because of the wide variety of resources available, these laptop classrooms were more exploratory in nature. These teachers faced barriers such as students being distracted and the extra time it took to plan lessons. The participants indicated that these barriers could be overcome by being patient with their students and by collaborating with their colleagues. Using the framework of the Ten Dimensions of Mathematics Education, it was found that the presence of a one-to-one laptop environment in these classrooms influenced mathematics teaching and learning in a few key areas. The teachers in this study perceived that meeting individual needs, increased use of manipulatives and technology, and appropriate use of assessment techniques were the aspects that changed the most when laptops were present in the classroom. One-to-one laptop technology can change the teaching and learning that takes place in schools. The researched classrooms became more student-centred, exploratory, and engaging for students. Thus, this study shows that the presence of laptop technology has the potential to move mathematics classrooms towards a more reform vision of teaching and learning.

This research study is an investigation that describes how intermediate mathematics teachers use laptop technology in their classrooms and the influence of this technology on mathematics teaching and learning using the framework of the Ten Dimensions of Mathematics Education (McDougall, 2004). This study was a qualitative analysis of the experiences of six teachers, as well as the classroom environments they created with the use of technology. Data were gathered using a variety of methods including observation, field notes, interviews, and surveys. Previous research suggests that mathematics teachers have not used laptops frequently, and when they are used, they are used in traditional ways. This study shows that there is potential for mathematics teachers to be effective implementers of laptop technology. The role of the teacher in the studied one-to-one laptop classrooms became one of a facilitator. These teachers were able to be more student-centred in their delivery of the mathematics curriculum. These teachers were also more creative and they were able to use multiple resources to demonstrate mathematical concepts. Because of the wide variety of resources available, these laptop classrooms were more exploratory in nature. These teachers faced barriers such as students being distracted and the extra time it took to plan lessons. The participants indicated that these barriers could be overcome by being patient with their students and by collaborating with their colleagues. Using the framework of the Ten Dimensions of Mathematics Education, it was found that the presence of a one-to-one laptop environment in these classrooms influenced mathematics teaching and learning in a few key areas. The teachers in this study perceived that meeting individual needs, increased use of manipulatives and technology, and appropriate use of assessment techniques were the aspects that changed the most when laptops were present in the classroom. One-to-one laptop technology can change the teaching and learning that takes place in schools. The researched classrooms became more student-centred, exploratory, and engaging for students. Thus, this study shows that the presence of laptop technology has the potential to move mathematics classrooms towards a more reform vision of teaching and learning.