## Abstract

The phrase, ‘Mathematics for All’, has a certain ambiguity. It may be taken as an

exhortation -- ‘Mathematics for all!’, or as an indication of a special kind of

mathematics, ‘mathematics-for-all’. These two ways of reading the phrase can be translated into two closely related questions: 1) Should mathematics really be for all? and 2) Are there aspects of mathematics, or parts of mathematics, truly appropriate for all? Since one question inevitably leads to the other, the ambiguity of ‘mathematics for all’ reveals only that there are two sides to this one coin. We shall begin, then, with the first question and conclude with the second.

exhortation -- ‘Mathematics for all!’, or as an indication of a special kind of

mathematics, ‘mathematics-for-all’. These two ways of reading the phrase can be translated into two closely related questions: 1) Should mathematics really be for all? and 2) Are there aspects of mathematics, or parts of mathematics, truly appropriate for all? Since one question inevitably leads to the other, the ambiguity of ‘mathematics for all’ reveals only that there are two sides to this one coin. We shall begin, then, with the first question and conclude with the second.

Original language | English |
---|---|

Journal | Humanistic Mathematics Network Journal |

Volume | 27 |

State | Published - 2003 |