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This article considers the use of a range of computer tools for aiding geometric exploration, together with a suitable algebraic representation for objects connected with the triangle. The techniques are applied to produce new results in the geometry of the triangle. This is an extended version of part of the contribution: How do computers change the way we do mathematics? given at the Association's 1994 Easter Conference. What, one might wonder, could be further away from the all-pervading computer than the venerable geometry of the triangle which once had such a central place in the development of mathematics and in the curriculum? Well there is now geometric software which simulates classical straight-edge and compass constructions. Complex constructions may be undertaken and the resulting figure can be deformed to aid the visualisation of any invariances. Cabri Geometre [1], from France, and The Geometer's Sketchpad [2], from USA, are both available for PC and Mac at educational prices. Each of those countries retains a significant amount of classical geometry in its curriculum. Philip J. Davies discusses a possibly rosy future for triangle geometry in [3].

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To help meet an educational and societal requirement for all students to enjoy, have confidence and ability in creativity and technology, the “Kids Inspiring Kids in STEAM” (KIKS) EU project adopted an intensive Hothousing process challenging students in Finland, Spain, Hungary and the United Kingdom to engage in collaborative problem solving to develop solutions to: “How would you get your schoolmates to LOVE STEAM?” The project provided a process and technology toolkit for students, including those with special educational needs, to achieve their solutions.A completion rate of 90% suggested that all schools and students could cope with and enjoy the process and associated technology toolkit, which featured social media plus Micro:bit, Tracker and GeoGebra for data collection and modelling.We have extended the toolkit with simulation software and a graphical programming environment to produce realistic animations of objects in motion. Thus students will have a creativity and technology toolkit to experience the kinds of techniques and skills used by software engineers in the video, games and special effects industries. The toolkit will be on the GeoGebra platform which, in addition to mathematics, embraces STEAM and social media.

Developments in band-held, battery-powered computing technology are considered and defined in terms of Personal Computing Technology (PCT). The suitability of PCT for use in supporting teaching and learning mathematics is exemplified in terms of the capability now available with facilities extending from computational to software packages, with word processing, spreadsheets and computer algebra, along with the potential for linking with teaching hardware and desk-top computers. The role of such technology in connection with the professional development of teachers is such that we are now in a position to support national curriculum priorities as well as teacher enhancement with Per.

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