My research has often been driven by the notion of characterising the process-object distinction in mathematics and the manner in which building student understanding of mathematical objects can be enhanced by encouraging versatile thinking, especially through digital technology (DT) use. In this chapter I will use a number of mathematical examples from secondary school algebra through university level mathematics (in this chapter I take the UK view that elementary calculus is a school subject) to illustrate the procedural, or process-oriented, nature of the mathematical thinking that many students display and ways in which it may be mitigated. In many cases this has been through employing suitable DT resources and pedagogical practices to encourage representational versatility. Finally, I address a key issue of this book, which is the current status of mathematics in the mathematics education research community and what the future may hold.