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Abstract
In this study, I investigated three secondary mathematics teachers use of digital cognitive technologies. I also examined their beliefs about teaching mathematics and about the use of technology for teaching mathematics. I used qualitative case study methodology to examine possible relationships and commonalities among their technology use, beliefs and other factors. For each teacher, I collected data via eight in-depth interviews and classroom observations. I analyzed the data using thematic analysis and drawing upon works of Pea (1987), Ernest (1989) and Goos, Galbraith, Renshaw, & Geiger (2003). I presented findings through a case for each teacher, as well as comparisons across cases. Results indicated these teachers uses of digital cognitive technologies appeared more aligned to their beliefs about teaching mathematics with technology than beliefs about teaching mathematics in general. The teachers uses of digital cognitive technologies did not correspond directly to their expressed factors affecting choice and use of technology. Recommendations were made for teachers focus on specific ways of teaching with digital cognitive technology and developing strong beliefs about teaching mathematics with technology.