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Mathematics education and its links to democracy and development are explored in this  article, with specific reference to the case of South Africa. This is done by engaging four key questions. Firstly, the question of whether mathematics education can be a preparation for  democracy and include a concern for development, is discussed by drawing on conceptual  tools of critical mathematics education and allied areas in a development context. Secondly,  the question of how mathematics education is distributed in society and participates in  shaping educational possibilities in addressing its development needs and goals is used  to examine the issues emerging from mathematics performance in international studies  and the national Grade 12 examination; the latter is explored specifically in respect of the  South African mathematics curriculum reforms and teacher education challenges. Thirdly,  the question of whether a mathematics classroom can be a space for democratic living and  learning that equally recognises the importance of issues of development in contexts like  South Africa, as a post-conflict society still healing from its apartheid wounds, continuing  inequality and poverty, is explored through pedagogies of conflict, dialogue and forgiveness.  Finally the question of whether democracy and development can have anything to do with  mathematics content matters, is discussed by appropriating, as a metaphor, South Africa’s  Truth and Reconciliation Commission’s framework of multiple ‘truths’, to seek links within  and across the various forms and movements in mathematics and mathematics education that  have emerged in the past few decades

Mathematics education, democracy and development: Exploring connections