33 APMC 19 (2) 2014 Maree A. Skillen University of Western Sydney <m.skillen@uws.edu.au> Maree Skillen provides a practical guide to using the free, Skitch app to promote mathematical exploration and understanding. Five activities are provided, with links made to the Australian Curriculum: Mathematics. “Technology gives kids power that people their age have never had. Let’s help them use it wisely.” (Prensky, 2013) Introduction Students are very different now from those of only a few years ago in terms of their experi- ences with and expectations of technology. is is a digital generation: one that has no memory of life without a multitude of technology tools (Jonassen, Howland, Marra & Crismond, 2008). Such tools include iPods, iPads, smartphones, digital cameras, computers and laptops. ese are now part of daily life, with blurring lines of functionality between each device. Students have rich online worlds and lives that they are creating for themselves (Prensky, 2012). ey do things differently and employ a range of technological tools to assist and support them. e focus of this article is to consider ways to incorporate application software (apps) with digital technology to support the teaching of the Australian Curriculum: Mathematics to primary- aged students in meaningful and engaging ways that captures their attention, and involves them equally in the learning and teaching process. Exploring mathematics in the real-world with Skitch Incorporating apps with technology devices into the learning process In relation to the Australian Curriculum: Math- ematics (F–6), the use of apps with technology devices makes learning engaging for students, and supports the knowledge, skills and under- standing objectives of Early Stage 1 to Stage 2, with the possibility for extension work or development of activities applicable for use in Stage 3 classes. e seven general capabilities of literacy, numeracy, information and communica- tion technology capability, critical and creative thinking, personal and social capability, and both ethical and intercultural understanding can also be incorporated into the design of tasks and activities developed. e incorporation of technology supports the primary school curriculum by: encouraging children to have a positive attitude to a subject; developing confidence within children through applying skills in practical, real-life situations; facilitating meaningful talk and discussion as children collaboratively work on tasks and activities;