  Papert's (1980) work with Turtle Geometry offered an early and provocative
vision of how digital technologies could be used with young learners. Since
then, research on digital technology use has focused on the middle and high
school levels. Given the increasing diversity of digital technologies, and
their varied underlying pedagogical goals and design choices, Clements' (2002)
claim that there is no single effect of the computer on mathematics achievement
is as true now as it was a decade ago. However, many advances have been made in
better articulating the range of design choices that are possible, their
potential effect on the cognitive and affective dimensions on mathematics
learning, and their varying demands on the teacher. The aim of this chapter is
to summarise the research literature on the use of digital technologies in the
teaching and learning of mathematics at the k-2 level. In particular, we focus
on literature that contributes to our understanding of how the use of digital
technologies affects and changes the teaching and learning of mathematics -
that is, how different affordances and design choices impact on the way
teachers and learners interact and express themselves mathematically. By
digital technologies we refer to a range of tools including multi-purpose
computer-based software programs, web-based applets, virtual manipulatives,
programming languages, CD-ROMs, games, calculators, touchscreen applications
and interactive whiteboards. The distinction between these various types is not
always evident and, indeed, one goal of this chapter is to provide useful
distinguishing features of these various technologies in order to help
educators better evaluate and choose amongst them.
