Exploring social equity aspects in integrating technology in primary mathematics education

![CDATA[This research focus on aspects of equity related to the introduction of using technology in classrooms. Technology has the potential to support mathematics pedagogy with visual representations and offer modelling and simulation facilities, increasing the creativity of the learning and teaching processes (Kaput, Ness, & Hoyles, 2008; Stoilescu 2008). Introducing technology in mathematics is not always helpful. Sometimes it improves the instruction and equity and sometimes it increase inequity and the earning knowledge gap. For instance, by introducing ICT in classrooms, mathematics pedagogy is changed, as the devices involved can be used to explain, to test, and to give feedback to students. This is because ICT offers an environment that allows a dynamic context and lets instruction become more engaging and interactive. As well, technology could be used in non-creative ways in which students are only kept busy so that the knowledge accumulated is at minimum. This qualitative research study will select four exemplary teachers to discuss ways of improving technology in classrooms. Situations where introducing technology in mathematics classrooms will be discusses to see their relevance and whether they are helpful and fair or not.]]