Editorial

Abstract

This editorial reflects on the evolution of technology in mathematics education, tracing the trajectory from the emergence of microcomputers and computer algebra systems in the 1980s and 1990s (such as Maple, Mathematica, Derive, and Matlab) to the contemporary disruption of generative Artificial Intelligence (AI). It addresses the transition from mere technological adoption to a critical pedagogical analysis, defending the indispensable role of the teacher as a strategic guide in the classroom. Furthermore, it presents the contents of the current issue of El cálculo y su enseñanza, which features an invited article on functional thinking, two research papers focusing on students' attitudes toward mathematics and covariational reasoning in Health Sciences, and a teaching proposal on the use of intelligent tutoring systems for learning the Cartesian plane.