This article provides results from a survey of library and web resources usage by students enrolled in mathematics courses at LaGuardia Community College. The study examined information and technology usage habits and library skills of mathematics students. The study also identified the library/information services that mathematics students expect. The results from the survey have highlighted a host of questions and pedagogical issues relating to mathematics education. The results indicate that LaGuardia students' use of math-related websites or other math information resources is low. Technology is a standard element of education today and the field of mathematics needs to connect to existing and emerging learning technologies. The authors propose a three-pronged pedagogical model in which technology is integrated to teaching through web-based research, online communication, and student-authored multi-media projects. This approach, rooted in constructivist theory--where students build new knowledge upon pre-acquired experiences--is discussed, as well as potential instructional roles for both librarians and math instructors. (Contains 5 tables.)