Does Technology Kill Mathematical Invention? Evidence from a Quasi-Experimental Study in Algerian Middle Schools

Digital tools such as computer algebra systems, dynamic geometry software, interactive e-modules, and AI assistants are now widespread in middle and high school mathematics classrooms. While many studies report that technology can improve engagement, problem-solving performance, and creative mathematical thinking, concerns remain that reliance on ready-made solutions may weaken students’ capacity for independent invention and deep reasoning. This study investigates how different patterns of technology use are associated with students’ mathematical invention abilities, defined as generating original solution strategies, representations, and conjectures for non-routine problems. Using a mixed-methods design, we combine quantitative measures of creative problem solving with qualitative analyses of students’ solution paths and teacher interviews. Our results aim to guide effective technology use that supports, rather than replaces, students’ inventive mathematical activity.