THE HUMAN CATAPULT AND OTHER STORIES – ADVENTURES WITH TECHNOLOGY IN MATHEMATICS EDUCATION Aibhín Bray , Elizabeth Oldham, Brendan Tangney Centre for Research in IT in Education (CRITE), School of Education and School of Computer Science & Statistics, Trinity College Dublin. This paper reports on-going research into how the affordances of off-the-shelf technologies can be aligned with relevant mathematics pedagogy, to create transformative learning experiences with the potential to overcome some of the well-known impediments to mathematics teaching and learning. From a systematic analysis of recent literature on digital technologies and mathematics education, a set of guidelines has been formulated by two of the authors for the design of innovative and engaging interventions in mathematics education. In this paper the guidelines are presented, along with results from experiences with two such interventions. An exploratory case study methodology is employed, and the paper reports on an initial pilot study, the results of which suggest that the interventions are pragmatic to implement and may improve affective engagement and motivation. INTRODUCTION There is ongoing international debate about the quality of mathematics education at post-primary level. Research suggests that, while the capacity to use mathematics constructively will be fundamental to the economies of the future, many graduates of the secondary-school system have a fragmented and de-contextualised view of the subject, leading to issues with engagement and motivation (Gross, Hudson, & Price, 2009; Grossman, 2001). Digital technologies have the capacity to facilitate realistic, problem-solving and collaborative approaches to teaching and learning, providing coherency and context for the mathematics. However ICT is frequently used in a more traditional manner, with didactic teaching methods, and an emphasis on de-contextualised procedure as an end in itself. Tools such as Dynamic Graphical Systems (Hoyles & Noss, 2003) (for example, GeoGebra, Cabri and Geometer’s Sketchpad), Computer Algebra Systems (for example, Maple and WolframAlpha), tablet/smartphone apps, and educational websites all provide mathematics teachers with readily accessible, and often free, tools to help their students overcome the challenges in becoming mathematically proficient. However, teachers can be overwhelmed when faced with such an array of technologies and pedagogical theories, and may benefit from a framework to guide the integration of technology into their teaching so that it is not used in such a way as merely to re- instantiate aspects of traditional mathematics teaching. Following a systematic review and analysis of technology interventions in recent literature such a set of guidelines is under development by two of the authors (Bray & Tangney, 2013). In the present paper, a brief background to the development of the guidelines to date is outlined, and the design and delivery of two activities planned in accordance with them are described. The paper reports on an initial pilot study in an out-of-school setting in which 40 mixed-ability students, ranging in age from 15 to 18, took part. An exploratory case study methodology is employed in order to gauge the feasibility of the approach and the potential for further research. BACKGROUND The development of the guidelines is based on an ongoing, systematic review of recent literature in which technology interventions in mathematics education are described. The electronic databases in