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Mathematics is often perceived as a culture-free, objective discipline. There is considerable evidence, however, that mathematics is inextricably linked to local culture. The history of mathematics reflects the development of social culture, and branches of mathematics have developed, and continue to develop, to solve problems in a particular context. Mathematics as taught in schools is affected by the language, ethos and needs of the society. Curriculum development is not context free, and the choice of what mathematics to include, or at which point in schooling particular mathematics topics should be addressed is as much a political as an educational decision. Examples of ways in which mathematics education is intertwined with society and the challenges and opportunities that the links with local culture present for mathematics education will be explored. The implications for cross-cultural research will be discussed.

Item Type:	Refereed Conference Paper
Keywords:	mathematics education, challenges, opportunities
Research Division:	Education
Research Group:	Specialist Studies in Education
Research Field:	Teacher Education and Professional Development of Educators
Objective Division:	Education and Training
Objective Group:	Curriculum
Objective Field:	Syllabus and Curriculum Development
UTAS Author:	Callingham, R (Associate Professor Rosemary Callingham)
ID Code:	79555
Year Published:	2012
Deposited By:	Education
Deposited On:	2012-09-19
Last Modified:	2017-12-09
Downloads:	4 View Download Statistics