The paper commences by reviewing some of the issues currently being raised with respect to the use of technology in undergraduate mathematics teaching and learning. Selected material from three research projects is used to address a series of questions. The questions relate to the use of symbolic manipulators in tertiary mathematics, to undergraduate student attitudes toward the use of computers in learning mathematics, and to outcomes of using technology in collaborative student activity in pre-university classrooms. Results suggest that teaching demands are increased rather than decreased by the use of technology, that attitudes to mathematics and to computers occupy different dimensions, and that students adopt different preferences in the way they utilize available resources. These outcomes are reflected back on the literature, and implications for teaching, learning, and research are discussed. (Contains 49 references.) (Author)