While reading Chapter 23 of Technology-Supported Mathematics Learning Environments, there were several statements with which I agreed but also some which I questioned.
I definitely agreed with the idea on page 347 that technology allows for the study of different approaches to usually complex procedures by breaking them down into simpler procedures, and I believe that this is one of the most important benefits of technology in a mathematics classroom. Every student has different learning abilities, and technology can help students maximize their understanding by giving different approaches to theories and topics. However, I did not agree with a statement following this idea that suggested students should use a computer to factor polynomials before learning how to do so by hand. I am a firm believer that one should learn how to do procedures by hand first, otherwise it will become all too easy to overly rely on the technology and in turn develop a less-thorough understanding of mathematical theory.
I also agree with the statement on page 348 that it is "not the technology that makes the difference but rather how it is used and by whom." Technology is definitely only a mediator of knowledge, and I have always found that the way a teacher uses technology and other classroom resources to engage a class is the factor that makes the material either interesting or boring.
I also agree with the idea on page 355 that "many mathematics students have difficulty with the production of symbolic notation." I have generally found typing math symbols on a computer to be very difficult without the aid of a special program, such as Latex, and even then the task is still challenging. Perhaps the development of more technology in math classrooms will help to solve this problem.