This paper describes the sense making of 11-12-year-olds as they interpret two mathematics items which include graphics. In particular, it outlines the changed behaviour (and performance) of students when solving items when slight modifications were made to the graphic or the mathematical language. The results show that performance increased when the graphic was modified but diminished when the language was modified. Implications include the need for test designers to carefully consider the graphic embedded within assessment items.

The proliferation of technological tools in Australian mathematics classrooms has not been well supported by evidence-based research, particularly in early mathematics learning. This paper reports two stages of document analysis; a review of recent meta-analyses in early mathematics education and technology, and a quantitative analysis of research published in selected mathematics education research journals over the last five years. The initial review highlights potential affordances of technology for mathematics learning predominantly with older students. The quantitative analysis supports this finding but highlights the limited quantity and scope of publications focused on mathematics learning and technology with young children.