Abstract
This paper is motivated by the need to find oppositional opportunities within the status quo of mathematics classrooms and the secondary school mathematics curriculum. The document from the National Council for Educational Technology (Mathematics and IT) suggests six ways in which information technology can provide opportunities to which students learning mathematics are 'entitled'. The article is an attempt to draw out ways in which these opportunities might be interpreted which point to more liberatory practices in mathematics classrooms. Each of the information technology opportunities is paralleled with opportunities to begin to develop a social justice curriculum in and through the teaching and learning of mathematics, a curriculum designed to enable students to participate in a democracy more effectively.
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