The objective of this research is to consider the relationship between mathematics education and society, because mathematics is highly intertwined with principle of modern society and also because mathematics education is believed to cultivate ability which promote the present status of modern society. This principle was deliberated in the light of concept of development. The word 'development' etymologically had a meaning of opening or unfolding what is wrapped and it has no positive or negative sense in it, but with influence of theory of evolution, it gained a positive momentum of opening up any possibility of society and human being. After reviewing some past researches, the relationship between mathematics education and society was summarized into three components such as universality of mathematics, promoting function of mathematics education toward economic development and towards development of science and technology. Combination of these components gives strength to the status of mathematics education within the framework of development. Thus, the relationship between mathematics education and society should be appreciated but at the same time should be carefully examined. Especially for mathematics education in the developing countries, these components were analyzed critically from the perspectives of ethnomathematics and critical mathematics education. Finally, analysis of these proposes to seek mathematics education, which can give an opportunity for children to consider alternatives and to form an opinion.
