\input zb-basic
\input zb-matheduc
\iteman{ZMATH 2013a.00016}
\itemau{Clements, M. A. (Ken); Keitel, Christine; Bishop, Alan J.; Kilpatrick, Jeremy; Leung, Frederick K. S.}
\itemti{From the few to the many: historical perspectives on who should learn mathematics.}
\itemso{Clements, M. A. (ed.) et al., Third international handbook of mathematics education. Berlin: Springer (ISBN 978-1-4614-4683-5/hbk; 978-1-4614-4684-2/ebook). Springer International Handbooks of Education 27, 7-40 (2013).}
\itemab
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.
\itemrv{~}
\itemcc{A30 A40}
\itemut{mathematics education; social equity; schooling; history of mathematics education}
\itemli{doi:10.1007/978-1-4614-4684-2\_1}
\end