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2013 | OriginalPaper | Buchkapitel

1. From the Few to the Many: Historical Perspectives on Who Should Learn Mathematics

verfasst von : M. A. (Ken) Clements, Christine Keitel, Alan J. Bishop, Jeremy Kilpatrick, Frederick K. S. Leung

Erschienen in: Third International Handbook of Mathematics Education

Verlag: Springer New York

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Abstract

Today we take for granted that everybody should be offered the opportunity to learn mathematics. However, it was not until well into the 20th century that “mathematics for all” became an achievable goal. Before then, the geographical location of schools in relation to children’s homes, the availability (or non-availability) of teachers capable of teaching mathematics, parental attitudes to schooling, economic circumstances of families, and social and psychological presuppositions and prejudices about mathematical ability or giftedness, all influenced greatly whether a child might have the opportunity to learn mathematics. Moreover, in many cultures the perceived difference between two social functions of mathematics—its utilitarian function and its capability to sharpen the mind and induce logical thinking—generated mathematics curricula and forms of teaching in local schools which did not meet the needs of some learners. This chapter identifies a historical progression towards the achievement of mathematics for all: from schooling for all, to arithmetic for all, to basic mathematics for all; to secondary mathematics for all; to mathematical modelling for all; and to quantitative literacy for all.

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Nächstes Kapitel Theories for Studying Social, Political and Cultural Dimensions of Mathematics Education
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Metadaten
Titel
From the Few to the Many: Historical Perspectives on Who Should Learn Mathematics
verfasst von
M. A. (Ken) Clements
Christine Keitel
Alan J. Bishop
Jeremy Kilpatrick
Frederick K. S. Leung
Copyright-Jahr
2013
Verlag
Springer New York
Buch
Third International Handbook of Mathematics Education

Print ISBN: 978-1-4614-4683-5

Electronic ISBN: 978-1-4614-4684-2

Copyright-Jahr: 2013

DOI
https://doi.org/10.1007/978-1-4614-4684-2_1

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