Abstract
The paper addresses the important topic of implementation of ICT into mathematics education. Use of ICT in mathematics education on primary and secondary school levels and in pre-service teacher education is a very up-to-date topic.
Implementation of ICT into mathematics teaching and learning should never be purposeless. It should be an 'added value' to learning activities.
In the paper, one additional principle for selecting suitable activities with a solid potential for teaching are added to those already published. These principles follow from the use of new ICT tools.
In the article, the new set of principles is illustrated. Examples of good practice are contrasted with the so called "for show" implementation of ICT in lessons of mathematics.
The topic discussed in the article is relevant especially for teacher education.