Abstract
<title>Abstract</title> <p>Emerging technologies are reshaping how mathematics is taught and learned, offering tools that make abstract ideas visible, responsive, and connected to the wider world. This review examines the innovations that are changing mathematics classrooms, the challenges that stand in the way of their meaningful use, and the directions the field is likely to take. Drawing on a structured search of the peer-reviewed literature published between 2000 and 2024, it examines dynamic mathematics software and virtual manipulatives, artificial intelligence and adaptive tutoring, immersive virtual and augmented reality, online and mobile learning, game-based approaches, computational thinking, and learning analytics. It uses established frameworks for technology integration, namely technological pedagogical content knowledge, the substitution to redefinition hierarchy, and instrumental genesis, to distinguish genuine pedagogical change from surface-level adoption. It then considers the obstacles that limit impact, among them unequal access, gaps in teacher preparation, the tendency to use powerful tools for routine purposes, questions of equity, and the ethical concerns raised by data-driven and artificial intelligence systems. The discussion gives particular attention to resource-constrained settings, where the promise and the difficulty of technology integration are both most acute. The review argues that the value of any technology in mathematics education rests not on the tool itself but on the pedagogical and cultural judgement with which it is used, and it identifies culturally responsive, teacher-led, and ethically grounded integration as the most promising path forward.</p>