This article draws on a sociocultural activity theory approach to identify considerations in the development of technology mediated mathematics education for learners at the post-compulsory level. It suggests that the use of technology should be aligned with the intended goals and objectives of the learning. In particular, it is necessary to take into account contexts both inside and outside of the institution where mathematical knowledges and skills may be transformed as tools or artefacts in the process of pursuing extra-mathematical objectives. To this end, the article incorporates findings from theoretical and case study research into adult numeracy in the workplace.