@inbook {MATHEDUC.06117476,
author = {Clements, M. A. and Keitel, Christine and Bishop, Alan J. and Kilpatrick, Jeremy and Leung, Frederick K. S.},
title = {From the few to the many: historical perspectives on who should learn mathematics.},
year = {2013},
booktitle = {Third international handbook of mathematics education},
isbn = {978-1-4614-4683-5},
pages = {7-40},
publisher = {Berlin: Springer},
doi = {10.1007/978-1-4614-4684-2_1},
abstract = {Summary: 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.},
msc2010 = {A30xx (A40xx)},
identifier = {2013a.00016},
}