Internet access and the availability of digital devices in classrooms have been growing exponentially. This has led to the development of subscription-based online platforms for mathematics learning, available for purchase by schools and individuals. Currently, research in mathematics education tends to focus on the benefits to teaching and learning of digital technologies, while less attention is given to the use of commercial applications in mathematics, and to the rationale of schools in choosing these resources, or to consideration of how they might fundamentally change the shape of mathematics education in our schools. This paper reports on a survey sent to mathematics leaders of all schools in Aotearoa New Zealand, attaining a 24% response rate. Schools appeared to provide a great variety of learning experiences in mathematics, including the use of online programs. Many different online programs were utilised by schools, and the majority of these operate for business profit within state-funded school systems. The theoretical construct of ‘figured worlds’ was used to understand the school leaders’ rationales for using the programs. Leaders gave contrasting and conflicting reasons for their choices: discourses of neoliberalism, reform teaching, traditionalism and Ed-tech were all evident in their responses. The survey results suggest that in this era of market competition, schools face pressure to provide mathematics programmes that are simultaneously traditional, modern, high-tech and balanced.

互联网的访问和教室中数字设备的可用性呈指数增长。这导致了用于数学学习的基于订阅的在线平台的开发，可供学校和个人购买。当前，数学教育的研究往往侧重于数字技术的教与学的收益，而对数学中商业应用的使用，学校选择这些资源的理由或如何考虑的关注则较少。它们可能从根本上改变我们学校数学教育的形式。本文报告了对新西兰Aotearoa所有学校的数学负责人进行的一项调查，该调查的答复率为24％。学校似乎提供了各种各样的数学学习经验，包括使用在线程序。学校使用了许多不同的在线程序，其中大多数是在州政府资助的学校系统内为牟取商业利益而运营的。“变形世界”的理论构造被用来理解学校领导者使用该计划的理由。领导人给出了做出选择的相反和相互矛盾的理由：新自由主义，改革教学，传统主义和教育技术的论述在他们的回应中都是显而易见的。调查结果表明，在这个市场竞争时代，学校面临着同时提供传统，现代，高科技和平衡的数学课程的压力。“变形世界”的理论构造被用来理解学校领导者使用该计划的理由。领导人给出了做出选择的对比和冲突原因：新自由主义，改革教学，传统主义和教育技术的论述在他们的回应中都是显而易见的。调查结果表明，在这个市场竞争时代，学校面临着同时提供传统，现代，高科技和平衡的数学课程的压力。“变形世界”的理论构造被用来理解学校领导者使用该计划的理由。领导人给出了做出选择的对比和冲突原因：新自由主义，改革教学，传统主义和教育技术的论述在他们的回应中都是显而易见的。调查结果表明，在这个市场竞争时代，学校面临着同时提供传统，现代，高科技和平衡的数学课程的压力。