Issues of cultural diversity in school mathematics

Abstract

This paper explores cultural diversity in school mathematics—in a range of senses—and the issues raised for mathematics education. The curricular roots of school mathematics are examined, in relation to scholarly mathematics and the mathematics of past generations and different social groups. The changing culture of English school mathematics is used to illustrate diversity of referents and meanings for the subject. An evolving debate between disciplinary/technical and phenomenological/cultural perspectives is explored. Some of the complexities of seeking to ‘culturalize’ school mathematics by bringing ‘everyday’, ‘historical’ and ‘community’ cultures into the classroom are noted. Student experience of school mathematics is examined, notably as related to class, gender, ethnicity and ability. Forms of valorization and stereotyping are discussed, and the key issue of differentiation analysed. All these issues create ‘double-binds’ for policy and practice in mathematics education. This paper highlights the disciplinary, technical, cultural, pluralist and differential doublebinds.