Abstract
This chapter explores aspects of the relationship between mathematics education policy and mathematics. It argues that some of the differences of views and opinions encountered on the stages on which mathematics education policy is discussed and debated, are often rooted in very different views of and stances on the nature and essence of mathematics as a discipline and as a subject. After an initial attempt at introducing and clarifying some key concepts used in the chapter, the analysis is supported and illustrated by a number of concrete examples from the writings of influential organisations, mathematicians and mathematics educators who have articulated their positions with regard to mathematics education policy.
“The first and foremost goal of a mathematics teacher is to help students learn mathematics, not to make them feel good about not knowing mathematics” (Ted Eisenberg in a dialogue with Michael Fried, Eisenberg and Fried 2009 , p. 145)
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Niss, M. (2014). Mathematics and Mathematics Education Policy. In: Fried, M., Dreyfus, T. (eds) Mathematics & Mathematics Education: Searching for Common Ground. Advances in Mathematics Education. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-7473-5_15
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DOI: https://doi.org/10.1007/978-94-007-7473-5_15
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