Mathematics teaching and learning is crucial to the future of New Zealand’s knowledge economy and deserves a special focus in education. One of the key synergisms of mathematics is with technology, and as technology advances it inevitably influences what happens in the mathematics classroom. However, with rapid advancements, teachers may be unprepared to take full advantage of new technology, with the types of technology use falling behind the learning possibilities demonstrated by international research studies (Thomas, Monaghan, & Pierce, 2004). In this study, we considered whether the National Certificate of Educational Achievement (NCEA) Levels 2 and 3 assessment standards had presented any challenges for teachers in terms of their use of