Reformulating a mathematics curriculum is a political act, contextualized by economic, educational and ethical considerations, among others. This article represents a political rendition of a rationale to update the Saskatchewan, Canada, curriculum so it harmonizes with a cultural understanding of school mathematics (Ernest, 1988). By revisiting the 19th century definition of school mathematics that we generally follow today, its economic, educational and ethical consequences seem contrary to the expectations of 21st century Saskatchewan.The article’s point form organization, uninterrupted by the appearance of references, conforms to the genre of submissions to government committees. However, footnotes will clarify information for readers unfamiliar with current Canadian events. A lengthy detailed document written for the academy is easily accessible (Aikenhead, 2016). This TME article is a very short synopsis of that document.
Aikenhead, Glen S.
"A 21st Century Economic, Educational and Ethical Mathematics Curriculum Policy,"
The Mathematics Enthusiast: Vol. 14
, Article 29.
Available at: https://scholarworks.umt.edu/tme/vol14/iss1/29