Integrating Tools as an Ordinary Component of the Curriculum in Mathematics Education

Abstract

This chapter is dedicated to the analysis of the mutual influences between tools and mathematics curricula. Mathematics learning indeed develops `under the umbrella' of the `really used' tools. And the development of tools depends---partially---on the curricula intended as well as implemented: the design of calculators specially conceived `for the test' is a clear illustration of this influence. This chapter aims to evidence that the integration of tools in mathematics curricula is far from being a linear and natural process. It depends on a set of conditions designing new tasks, new techniques; training teachers; finding new equilibrium for teachers' and students' mathematical activity.