id: 06117476
dt: a
an: 2013a.00016
au: Clements, M. A. (Ken); Keitel, Christine; Bishop, Alan J.; Kilpatrick,
Jeremy; Leung, Frederick K. S.
ti: From the few to the many: historical perspectives on who should learn
mathematics.
so: 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).
py: 2013
pu: Berlin: Springer
la: EN
cc: A30 A40
ut: mathematics education; social equity; schooling; history of mathematics
education
ci:
li: doi:10.1007/978-1-4614-4684-2_1
ab: 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.
rv: