The political changes in the USSR and Russia almost coincided with the beginning of an unprecedented leap in the development of information technologies in the country (and to a certain extent spurred it). Gradually, many different initiatives emerged to apply these technologies in education in general, and in mathematics education. In the paper, we discuss several examples of didactical innovations in teaching and learning mathematics with technology, namely, LOGO-based microworlds, dynamic geometry and computer algebra systems, as well as verifiers. The examples we provide, along with the theoretical perspective of productive learning and thinking, seem to demonstrate the innovative potential of new tools to make learning more visual, dynamic, and interactive. However, the issues of aligning with curriculum and standard examinations, teacher professional development, and rapid changes in technologies, require more attention by mathematics educators. The presence of such opposite trends makes the task of analyzing the history of the development of mathematics teaching technologies and underlying pedagogies relevant and important for predicting the development of this field in the near (and far-extended) future, and eventually preventing the repetition of errors in this new direction for mathematics education. In the paper we focus primarily on problems and processes in Russia, but they are investigated in connection with and against the backdrop of global trends.

苏联和俄罗斯的政治变化几乎与该国信息技术发展史无前例的飞跃相吻合（并在一定程度上推动了它的发展）。逐渐地，出现了许多不同的计划将这些技术应用于一般教育和数学教育。在本文中，我们讨论了使用技术进行数学教学中教学创新的几个示例，这些技术是基于LOGO的微世界，动态几何和计算机代数系统以及验证程序。我们提供的示例以及生产性学习和思考的理论视角，似乎证明了新工具的创新潜力，这些新工具可以使学习更加直观，动态和互动。但是，与课程和标准考试保持一致的问题，教师的专业发展以及技术的日新月异，需要数学教育者给予更多的关注。这种相反趋势的出现使得分析数学教学技术的发展历史和基础教学法的任务对于预测该领域在近期（和更远的将来）的发展具有重要意义，并最终防止了重复性的发展。数学教育这个新方向的错误。在本文中，我们主要关注俄罗斯的问题和过程，但是在全球趋势的背景下以及与之相关的背景下对它们进行了研究。这种相反趋势的出现使得分析数学教学技术的发展历史和基础教学法的任务对于预测该领域在近期（和更远的将来）的发展具有重要意义，并最终防止了重复性的发展。数学教育这个新方向的错误。在本文中，我们主要关注俄罗斯的问题和过程，但是在全球趋势的背景下以及与之相关的背景下对它们进行了研究。这种相反趋势的出现使得分析数学教学技术的发展历史和基础教学法的任务对于预测该领域在近期（和更远的将来）的发展具有重要意义，并最终防止了重复性的发展。数学教育这个新方向的错误。在本文中，我们主要关注俄罗斯的问题和过程，但是在全球趋势的背景下以及与之相关的背景下对它们进行了研究。