The current literature on technology in mathematics education overlooks integration of technology into mathematics education curriculum, a crucial aspect that this study aims to address. The research questions guide an exploration of technological applications, the impact on learning outcomes, engagement, and challenges faced by educators in Indonesia, culminating in proposed policy recommendations. The methodology of this qualitative study is based on a systematic literature review, utilizing the PRISMA framework to ensure a thorough and reproducible analysis of the existing scholarly works from Scopus and Web of Science databases. The search, employing keywords related to technology in the Indonesian mathematics curriculum, resulted in a dataset of 60 papers from Scopus and 11 from Web of Science, with a focus on empirical studies published exclusively in English. After applying further limitations and eliminating duplicates, a final set of 36 articles was selected for comprehensive analysis. The results show the diverse landscape of technology integration in mathematics education, identifying four primary classifications: hardware, general software, mathematical software, and online resources. Notably, general software, especially PowerPoint, emerges as a predominant tool, while positive outcomes, including improved learning, enhanced problem-solving skills, and increased comprehension, highlight the overall benefits of technology integration. However, challenges such as issues with mobile devices and limited digital tools underscore the need for strategic efforts to address infrastructure limitations. These findings have implications for technology integration in mathematics education, suggesting educators should diversify technology integration in mathematics, supported by government funding and policy review, fostering collaboration and research for responsible implementation.