Members of society appear to have great faith in the educational value of computers. It is widely believed that computer use will promote learning. Unsupported by research evidence, many contemporary mathematics curriculum documents include statements advocating computer use and the benefits to be derived. As part of a larger study in which equity issues and perceptions of computer use for secondary mathematics learning are being explored, teachers' and students' beliefs about the benefits of computer use for mathematics learning were examined. The student data were also analysed across several equity dimensions. The findings are presented and discussed in this paper. (Contains 2 endnotes and 3 tables.) [For complete proceedings, see ED500859.]