Abstract
This paper deals with complexity, or postmodern science, and its implications on mathematic education, calling to humanize this education. It reports the shift of the paradigm of science from “simplification” to “complexity” , then described developments in contemporary science leading to complexity, and stating its major and immediate implications on mathematic education. The paper is concluded with a call to change programmers of teacher education in both pre- and post service and to disseminate complex thinking at least in university and scientific research levels.
