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

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Third International Handbook of Mathematics Education

Part of the book series: Springer International Handbooks of Education ((SIHE,volume 27))

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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Authors and Affiliations

  1. Department of Mathematics, Illinois State University, Normal, IL, USA

    M. A. (Ken) Clements

  2. Freie University, Berlin, Germany

    Christine Keitel

  3. Monash University, Clayton, Victoria, Australia

    Alan J. Bishop

  4. University of Georgia, Athens, GA, USA

    Jeremy Kilpatrick

  5. The University of Hong Kong, Pokfulam, Hong Kong, People’s Republic of China

    Frederick K. S. Leung

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  1. M. A. (Ken) Clements
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  2. Christine Keitel
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  5. Frederick K. S. Leung
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Correspondence to M. A. (Ken) Clements .

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Editors and Affiliations

  1. Illinois State University, n/a, Normal, 61790-4520, Illinois, USA

    M.A. (Ken) Clements

  2. Fac. Education, Centre for Science, Mathematics &, Monash University, Clayton, 3800, Victoria, Australia

    Alan J. Bishop

  3. FB Erziehungswissenschaft und, Psychologie, FU Berlin, Habelschwerdter Allee 45, Berlin, 14195, Germany

    Christine Keitel

  4. Dept. Mathematics Education, University of Georgia, Aderhold Hall 105, Athens, 30602-7124, Georgia, USA

    Jeremy Kilpatrick

  5. Fac. Education, University of Hong Kong, Pokfulam Road, Hong Kong, Hong Kong SAR

    Frederick K.S. Leung

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Clements, M.A.(., Keitel, C., Bishop, A.J., Kilpatrick, J., Leung, F.K.S. (2012). From the Few to the Many: Historical Perspectives on Who Should Learn Mathematics. In: Clements, M., Bishop, A., Keitel, C., Kilpatrick, J., Leung, F. (eds) Third International Handbook of Mathematics Education. Springer International Handbooks of Education, vol 27. Springer, New York, NY. https://doi.org/10.1007/978-1-4614-4684-2_1

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