Strategies and programs for improving mathematics instruction should be derived from sound educational theory. The sociocultural learning theories of Vygotsky may offer guidance in developing technology-based mathematics curriculum materials consonant with the NCTM (National Council of Teachers of Mathematics) goals and objectives. Vygotsky's theories, especially when they are applied to the use of current and emerging technologies, have the potential to help classroom teachers narrow the gap between current practices and the vision of mathematics education represented in the NCTM standards. Vygotskian theory incorporates several key ideas relative to levels and types of concept formation, the role of collaborative interchange in concept development, and instructional configurations that guide and promote concept development. Issues related to technology's role in mathematics education include content contexualization in the negotiation of meaning and reasoning skills, collaboration, communication, and language in the process of concept development. Mindtools (i.e., computer-based tools and learning environments that have been adapted or developed to function as intellectual partners with the learner in order to engage and facilitate critical thinking and higher-order learning), databases, spreadsheets, and computer-mediated communication are all tools which, when appropriately implemented, may promote high level thinking skills and support concept development. (Contains 26 references.) (AEF)