Beyond the Tunnel Vision: Analysing the Relationship Between Mathematics, Society and Technology

Abstract

Enthusiasm about the introduction of computers into mathematics education is widespread, the justifications for it however are very diverse: “Some call the effects of micro-computers on schools a revolution … Nothing before has so stirred schools into action. School systems, teachers, parents and children talk about computers as they never talked about programmed learning, educational television, open education nor raising the school leaving age, for that matter. Schools must have computers! No other educational technology has been thought to have such potential. People talk about how children are captivated by computer … while others stress computer-based jobs. Yet others urge affirmative action and remediation through computer-assisted-learning. Others point to the demands of technological culture when urging schools to use computers. On a different track some see a potential for more and better intellectual and social activities in schools, others stress self-image and self-expression. The range of possibilities is exceptional.”(Olsen 1988,p,9)