Abstract
Digital technologies have become increasingly common in mathematics education, but their use in calculus varies across educational settings. This study examines the factors associated with digital technology integration in mathematics education using calculus teaching as the specific context of the study. The study involved 176 participants, including 36 mathematics educators and 140 learners, and the survey data were analyzed using descriptive statistics, principal component analysis (PCA), and analysis of variance (ANOVA). The PCA identified five exploratory components explaining 35.52% of the total variance, with statistically significant differences found for three of them. These components reflected professional and institutional characteristics, perceptions of mathematical content and instructional decisions, and professional development and methodological support. Generally, it was found that digital tools were positively perceived in terms of representing mathematical concepts and simplifying abstract ideas. At the same time, their reported use varied across educational contexts, suggesting that access to technology alone does not determine how it is incorporated into calculus teaching and learning. The results point to the importance of educational and professional factors when considering the role of digital technologies in mathematics education.