The politics of equity and access in teaching and learning mathematics

Abstract

Besides clarifying the definitions of equity and access we briefly contrast two philosophical positions on the nature of mathematics and speculate about their consequences for equity and access. We next discuss "whose mathematics," and provide a viewpoint for mathematics learning as related to equity and access for students. We also consider mathematics teachers and their teaching role as these are related to equity and access for students, and then broaden the chapter to include political influences on both teachers of mathematics and learners. Given the diverse political systems in operation throughout the world, and the range of conditions within and between countries, we are unable to frame questions that can be definitively answered. Our observations relate to the role that politics plays at different levels to influence access and equity for teaching and learning mathematics and are supported by particular examples, some from history, others documenting more recent events. Finally we offer a brief discussion of several international cases of what we believe is a form of colonization that follows from official insistence on "English first" in teaching mathematics in some states where English is a second language for students.