This book shows the reader how to use Information and Communication Technology (ICT) effectively to enhance the teaching of mathematics in the secondary school. It explains which forms of technology can be used to improve mathematics teaching and learning, how to get started and where to go for further information. The book includes practical classroom scenarios and case studies (for example, the government-funded MathsAlive! Initiative), as well as discussions of general issues, such as the role of feedback and the use of ICT in whole-class teaching. It draws on current research and is supplemented by a linked web site, which provides access to demonstration copies of software and sample files. It also includes a directory of resources with lists of organisations, web sites, projects and further reading. Following an introduction, this book commences with the following two chapters: (1) Technology, Mathematics and Secondary Schools: A Brief, UK, Historical Perspective (David Pimm and Sue Johnston-Wilder); and (2) The Technological Tools of the Mathematics Teacher's Trade (Sue Johnston-Wilder and David Pimm). The book is then divided into three sections. The first section, ICT and the School Mathematics Curriculum, includes the next chapters of the book: (3) Thinking Numerically: Structured Number (Dave Hewitt); (4) Thinking Algebraically: Manipulative Algebra (John Monaghan); (5) Thinking Geometrically: Dynamic Imagery (Kate Mackrell and Peter Johnston-Wilder); (6) Thinking Statistically: Interactive Statistics (Peter Johnston-Wilder); and (7) The school Mathematics Curriculum in a Technological Age (Douglas Butler). The second section, ICT and the Mathematics Classroom, continues with the following chapters: (8) Graphical Calculators: Tools for Mathematical Thinking (David Wright); (9) Interactive Whiteboards: Developing a Pedagogy for Mathematics Classrooms (Alison Clark-Jeavons); (10) "MathsAlive": Lessons from Twenty Year 7 Classrooms (Adrian Oldknow); (11) Video-Conferencing: Case Studies in Mathematics Classrooms (Jenny Gage); and (12) Mathematics on the Internet (Nathalie Sinclair). The final section, Summary and Vision, concludes the book with the following chapters: (13) Mediating Mathematical Thinking with e-Screens (John Mason); and (14) Understanding and Projecting ICT Trends in Mathematics Education (Nathalie Sinclair and Nicholas Jackiw).