eJMT Abstract

By looking the relationship between technology and mathematics education from five perspectives, the article suggests that instead of speaking about ‘implementing modern technology into classroom’ it might be more appropriate to speak about ‘adapting mathematics teaching to the needs of information technology in modern society’. This means emphasizing more the making of informal than formal mathematics within the framework of eight main activities and motives, which have proved to be sustainable in the history of human thinking processes and making of mathematics. Concerning the paradigm shift of school teaching, the article discusses the dilemma between systematic models and minimalist instruction.