This article describes 11 papers in which the authors report their research on technology as enhancement in the teaching and learning of mathematics, in the context of the application of activity theory for design and/or analysis. There is considerable diversity across the papers in how the authors have interpreted their task and in particular how they pick up notions from the activity theory literature, taken in its broadest sense. Stephen Lerman, concludes that inertia, lack of vision by policy makers, lack of financial resources, and the unsolved challenge of giving all mathematics teachers an opportunity to gain expertise in technologies such that they can incorporate them into their thinking about teaching (Morgan, 1994) have all resulted in still researching the orchestration of technology-enhanced mathematics learning rather than the complete transformation of children's learning of mathematics (and other elements of the curriculum). Lerman argues that as a community, educators have not helped themselves by sometimes securing huge research and development grants to develop highly sophisticated software with wonderful results in pupils' experiences but that have scarcely reached beyond the present capabilities of schools. Still, given recently published research papers on the subject, Lerman remains hopeful that creative and well-researched technology use has much to offer, even within the parameters of the current curricula.