ZRIEN, ZEINA2024-05-202024-05-202024-0320000993https://bspace.buid.ac.ae/handle/1234/2606The dynamic nature of technology and its prevalent integration in education have raised a controversial debate on its influence in education. This study examined the influence of technology integration in mathematics focusing on student engagement and learning outcomes in a private American curriculum middle school in Dubai. The employed methodology incorporated mixed approaches. The quantitative data was collected through students structured questionnaire, and analysed using descriptive statistics and linear regression. Whereas, qualitative data was collected through teachers semi-structured questionnaire, subject lead semi-structured interview and observation notes, then analysed using thematic analysis. The findings revealed that technology integration impulses active participation, personalized learning and collective cooperation. Besides, it facilitates achieving of mathematics learning outcomes, promotes creativity and boosts educational challenges. On contrary, technology furnishes chances for students to play games, chat during classes and cheat during assessments. Further, the inferred challenges emphasized the long planning time and required technical support along with the students’ health and emotional concerns. To overcome these challenges the facilitating factors highlighted students’ responsibility, frequent practice, real-life connections and professional trainings. Those findings have implications for students, teachers, educational leaders and policymakers for better technology implementation. The main limitations are the study’s specificity, limited sampling size, restricted timeframe and subjective nature of thematic analysis. Thus, for future studies it is recommended to broaden the research’s parameters and settings. The current study concluded that technology integration in mathematics has miscellaneous influence on student engagement and learning outcomes depending on students’ learning attitudes, teaching pedagogies and school’s practices.eninfluence, technology integration, mathematics, student engagement, learning outcomesDissertationProfessor Abdulai Abukari