In the article, the author shares his experience of using a computer to teach mathematics in high school - primarily in order to answer the question: "How does teaching mathematics in the performance of a computer differ from teaching in the performance of a person?". The ability to ask a competent question, correctly interpret the result, understanding how the computer could solve this problem - all this leads to the growth of the mathematical culture of the student. In the teaching of mathematics in school began a 'creeping revolution'. Its main driving force is computer technology and software. The author is convinced that when every student has access to a computer, many centuries-old tasks of teaching mathematics will be solved almost automatically. The computer changes the quality of the dialogue with the student . The student is no longer interested in whether he has solved the equation correctly, his questions become much more informative and much more 'mathematical'