A Review of Recent Research in Early Mathematics Learning and Technology

The proliferation of technological tools in Australian mathematics classrooms has not been well supported by evidence-based research, particularly in early mathematics learning. This paper reports two stages of document analysis; a review of recent meta-analyses in early mathematics education and technology, and a quantitative analysis of research published in selected mathematics education research journals over the last five years. The initial review highlights potential affordances of technology for mathematics learning predominantly with older students. The quantitative analysis supports this finding but highlights the limited quantity and scope of publications focused on mathematics learning and technology with young children. Technology has been lauded as a potential tool to improve mathematics learning; and technological tools, in all forms, are becoming more prevalent in many Australian classrooms. Lynch’s definition of technology is utilised here to incorporate all “electronic computing media ” (2006, p. 30). The theoretical framework of Hoyles and Noss (2003) centres on the impact of digital technologies that have the potential to alter and enhance students ’ cognitive infrastructure. There is a growing research field that investigates the advantages of technology use to enhance mathematics learning (Gutiérrez & Boero, 2006). While studies on the use of technology in mathematics learning have explored the pedagogical ramifications and outcomes for older students, few studies have examined technology use in early mathematics education. Perry and Dockett (2007) describe a recent surge in early childhood mathematics education research. However, other reports assert that there is an absence of studies focused on the role of technology (Groves, Mousley, & Forgasz