More than twenty years after the introduction of the first handheld graphing calculator the mathematics community appears to still be struggling with the use of technology in the teaching and learning of mathematics. One major venue for arguments against technology use in the teaching and learning of mathematics is the news magazines of professional organizations for mathematicians. These magazines are widely read in the mathematics community. An examination of the articles, opinions, and letters written for two such magazines between 2001 and 2009 reveals why some mathematicians are concerned with the use of technology in the learning and teaching of mathematics. The arguments against technology use centre on three main issues: whether technology should change the focus of mathematics curriculum, whether technology use changes how students conceptualize mathematics, and whether the benefits of technology outweigh the costs. These arguments provide a revealing look at what some mathematicians fear are the negative effects of technology use on the learning of mathematics.