Article,
Mathematical education and democracy
Educational Studies in Mathematics, 21 (2): 109--128 (April 1990)
Abstract
Is it possible to develop the content and form of mathematical education in such a way that it may serve as a tool of democratization in both school and society? This question is related to two different arguments. The social argument of democratization states: (1) Mathematics has an extensive range of applications, (2) because of its applications mathematics has a ldquosociety-shapingrdquo function, and (3) in order to carry out democratic obligations and rights it is necessary to be able to identify the main principles of the development of society. The pedagogical argument of democratization states: (1) Mathematical education has a ldquohidden curriculumrdquo, (2) the ldquohidden curriculumrdquo of mathematical education in a traditional form implants a servile attitude towards technological questions into a large number of students, and (3) we cannot expect any development of democratic competence in school unless the teaching-learning situation is based on a dialogue and unless the curriculum is not totally determined from outside the classroom.
The social argument implies that we must aim at ldquoempowering materialrdquo which could constitute a basis for reflective knowledge i.e. knowledge about how to evaluate and criticize a mathematical model, while the pedagogical argument implies that we must aim at ldquoopen materialrdquo leaving space for decisions to be taken in the classroom.
Will it become possible to create materials at the same time open and empowering? To answer this question we have to analyse the concept lsquodemocratic competencersquo, which can be related to lsquoreflective knowledgersquo characterized by a specific object of knowledge and a specific way of knowledge production. The ultimate aim will be to unify these characteristics in an epistemological theory of mathematical education.1
