Mathematics education in the spotlight: Its purpose and some implications

This paper argues for a re-framing of the purposes of mathematics education for the twenty-first century that combines apparently divergent philosophical approaches, arguing that the consequent empowerment should as a matter of individual equity (as well as benefit to wider society) be available to all young people. It suggests that the global mathematics attainment ‘spotlight’, and the English policy context in particular, offer both opportunities and constraints for the development of such a high quality mathematics education, and discusses the challenging implications for curriculum, and for the nature of teacher expertise, and particularly subject-specific expertise, needed.