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

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. This chapter is organised in three sections setting the scene: the first section proposes a vertical (historical) point of view, aiming to evidence the continuity of some issues over the time; the second gives an horizontal (international comparative) point of view, aiming to evidence, beyond the national peculiarities, some common features; the third section proposes a case study, the French policy on assessment, seen as paradigmatic. The conclusion addresses some questions and draws some perspectives for further studies.