ABSTRACT
Not for the first time we are at a turning point in intellectual history. The appearance of new computational forms and literacies are pervading the social and economic lives of individuals and nations alike. Yet nowhere is this upheaval correspondingly represented in educational systems, classrooms, or school curricula. In particular, the massive changes to mathematics that characterize the late 20th century, in terms of the way it is done and what counts as mathematics, are almost invisible in the classrooms of our schools and, to only a slightly lesser extent, in our universities.
