This paper provides a brief understanding of the educational technology in the teaching and learning of mathematics to the Form Two students (equivalent to the eighth-graders) in Malaysia. In particular, it attempts to understand the relationships between educational technology and mathematics achievement in both the urban and rural schools. The study draws its findings solely from the Trend in Mathematics and Science Study (TIMSS) 2003 which includes 5,314 students from 150 schools. The technology discussed in this paper is confined to the use of calculator and computers in mathematics learning and teaching. The use of computer for academic purpose was scarce among the Form Two students, which is reflective of our current curriculum that lacks of the technological approach. However, we found that students who owed computers, used computers at home, library or friend’s home performed relatively better in the TIMSS mathematics test compared to those who did not. The findings also show that students in rural areas were less likely to own home computers but are more likely to use calculator as compared to their urban counterpart but their achievement in TIMSS mathematics scores were significantly lower and were more likely from schools that had greater shortage of computer facilities. Although the findings implicated that the use of computers help in achieving higher mathematics scores, it was not conclusive since students’ socio-economics status, motivation and other factors related to achievement were not considered in this study. This study also found that teachers’ pedagogical style do not encourage mathematical creativity. However, the instructional approach of the teachers did not seem to affect students’ performance in mathematics.