n Pythagoras - Mathematics education, democracy and development : a view of the landscape - : editorial

Volume 33, Issue 2
  • ISSN : 1012-2346
  • E-ISSN: 2223-7895


The links between mathematics education and democracy have been explored in a growing amount of literature. One might even claim a resurgence of the importance of this aspect in the current climate of financial crises and the 'Arab Spring.' The theme, for instance, of the 2012 conference of the International Commission for the Study and Improvement of Mathematics Education was 'Mathematics education and democracy: Learning and teaching practices'. The conference raised questions about democracy in the mathematics curriculum, in the mathematics classroom, in teacher education and in research. Much of the writing in this area is, however, contextualised with reference to the so-called 'developed world': to the risks posed to long established democracies experiencing, rapid advances in science and technology and related societal changes. Given the foundational place and role of mathematics in key areas of science, technology and the economy, questions emerge more forcefully about the kinds of mathematics and mathematics education needed, for whom, and how best to deliver these in diverse but also rapidly and unpredictably changing societies.

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