Democracy and General Education
My purpose in Part I is to develop a model of general
mathematical education: that is, to identify aims appropriate to
a course of mathematical education which forms part of a programme
of general education. To do so presumes, of course, that it is
possible to justify both the inclusion of mathematics-related aims
and content in the curriculum, and their organisation around a
unit entitled ‘mathematics’. I will offer arguments for both these
presuppositions, as well as for my model of general mathematical
education.