Abstract
The infusion of technology into school mathematics has intensified in the last two decades. This article discusses the effects of this infusion on the mathematics curriculum. After a review of the different roles technology plays in mathematics and the diversity of the tools and their functions in teaching and learning mathematics, an epistemological perspective is offered to understand how technology could affect our cognition and perception while doing mathematics. With this background, specific examples are offered for the ways in which our curricular goals are re-prioritized in algebra and geometry. The paper is concluded with a discussion of teachers' proficiency as a factor to promote effective use of technology in the high school mathematics curriculum based on Beaudin &Bowers' (1997) PURIA model. Key Words: Technology, mathematics curriculum, algebra, geometry, high school
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