Background:
Learning applied mathematics is very important for people with special educational needs (SEN). SEN students cannot fully benefit from mathematics instruction and curriculum in general education classrooms. Technology can adapt and individualize mathematics instruction for SEN students. Researchers and teachers in the field of special education have made efforts to incorporate technology into math curricula for these students to improve their results.

Material and methods:
The tabletop system was used in a real educational setting, where we compared the learning experience of the students before and after using the tabletop. The evaluation method focused on three elements: the increase of knowledge, the relationship between the acquired learning and the type of educational needs, and the student’s satisfaction and motivation after using the tabletop.

Results:
The study provides evidence to suggest several reasons why the tabletop instructional effectiveness is higher than that using traditional methods. The tabletop is shown as a new technology-based artifact which offers new ways of interacting with the European monetary system, and using technology as an “object-to-think-with”, It also increases the motivation of students as well as the collaboration between them.

Conclusions:
Our results reveal that the tabletop is a feasible technology that can be successfully applied in special educational needs contexts.