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Is Mathematics for All?

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Second International Handbook of Mathematics Education

Part of the book series: Springer International Handbooks of Education ((SIHE,volume 10))

Abstract

Mathematics for All began as a programme in the early 1980s when concerns about pupils’ access to mathematics education heightened due to the many issues surrounding the mathematics classroom and the mathematics student. The following chapter highlights these important issues by appropriately discussing the contexts within which these issues arise and may be resolved. The issues include curriculum content and assessment practices, equity among subgroups classified by gender, race, and socioeconomic status, the use of mathematics as a selection device, democracy in the mathematics classroom, and the value of culture in the teaching of mathematics. The chapter, likewise, echoes the voices of marginalized groups in the mathematics classroom that are products of undemocratic pedagogical practices, societal perceptions, and cultural realities. Prerequisites for a successful Mathematics for All programme are put forward and directions for further research are offered.

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Authors and Affiliations

  1. School of Education, University of Nottingham, UK

    Peter Gates

  2. Mathematics Department, School of Science and Engineering, Ateneo de Manila University, Philippines

    Catherine P. Vistro-Yu

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Editors and Affiliations

  1. Monash University, Australia

    Alan J. Bishop

  2. Universiti Brunei Darussalam, Brunei

    M. A. Clements

  3. Free University of Berlin, Germany

    Christine Keitel

  4. University of Georgia, Athens, USA

    Jeremy Kilpatrick

  5. The University of Hong Kong, Hong Kong

    Frederick K. S. Leung

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Gates, P., Vistro-Yu, C.P. (2003). Is Mathematics for All?. In: Bishop, A.J., Clements, M.A., Keitel, C., Kilpatrick, J., Leung, F.K.S. (eds) Second International Handbook of Mathematics Education. Springer International Handbooks of Education, vol 10. Springer, Dordrecht. https://doi.org/10.1007/978-94-010-0273-8_3

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