Abstract
To illustrate aspects of critical mathematics education a project involving 14–15 years old students is described. Mathematics education can be organized so as to develop different types of knowing: mathematical knowing, which can be associated with skills developed in traditional teaching; technological knowing, which can be associated with a competence in mathematical model building; and reflective knowing, which can be seen as a competence in evaluating applications of mathematics. The thesis discussed says that if mathemacy should be developed as a competence of importance in a critical education, it must integrate mathematical, technological as well as reflective knowing. Via the description of the project, a possible educational meaning is given to this thesis. Especially, it is discussed what it could mean to involve students in reflections about mathematics as a tool for technological design.
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