From various forms of art and craft education, technology education has been based traditionally on the articulation between design, technology and use. It aimed to improve understanding of the existence's mode of the technical objects, through the social organizations by and for whom these objects exist. Based on concepts and references borrowed from sciences and the social sciences, this education privileges an approach by problem solving. It gives a broad place to the creativity and activities of group work.Beyond these intentions, such structures are not simple to implement, at least in the French school's tradition. In fact, this teaching was organized according to logics of guidance and control opposed to these ambitions. In addition, under the pressure of the disaffection of the pupils for the scientific studies, many are those who think that it is necessary to reinforce the links between sciences and technologies in order to increase the social purposes of sciences. In this perspective, technology appears as applied sciences, or as applications of sciences.To build a social meaning between sciences, technology, engineering and mathematics, the privileged link would be the process through which the mathematical modelling founds the production of the scientific knowledge, which organizes the process of engineering and induces the technological choices. This rationality excludes the design from the process and thus the links with the social sciences and the development of the creativity. For which benefit? We tackle this question in this presentation.