ABSTRACT
Through the cases of India and Mexico, we present a perspective from developing countries for the integration of technology in primary and secondary school mathematical tasks and curriculum, which involves aspects and issues (social, economic, geographic, political and technical) that are of a different nature of those of European or other developed nations. Many technological aspects that are taken for granted in certain countries (e.g., electricity, Internet access) are not necessarily as ubiquitous in some parts of developing nations. Thus the importance of this chapter, which, by addressing a gap in the literature and giving insights into issues faced in developing countries, may broaden the range of the knowledge of integration of technology in math education.
