Abstract
The first 25 years of the JRME overlap with the first decades of electronic technologies in education. Hence the growth of technology and research in mathematics education have tended to occur in parallel. But the interactions among mathematics education research, developments in technology. and the evolving nature of school mathematics and learning are complex. To some extent, the technology was superimposed on both school practice and research in mathematics education. On the other hand, it has become increasingly evident that the technology altered the nature of the activity using it.
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