Is it possible to develop the content and form of mathematical education in such a way that it may serve as a tool of democratization in both school and society? This question is related to two different arguments. The social argument of democratization states: (1) Mathematics has an extensive range of applications, (2) because of its applications mathematics has a “society-shaping” function, and (3) in order to carry out democratic obligations and rights it is necessary to be able to identify the main principles of the development of society. The pedagogical argument of democratization states: (1) Mathematical education has a “hidden curriculum”, (2) the “hidden curriculum” of mathematical education in a traditional form implants a servile attitude towards technological questions into a large number of students, and (3) we cannot expect any development of democratic competence in school unless the teaching-learning situation is based on a dialogue and unless the curriculum is not totally determined from outside the classroom.