Abstract
The goals of mathematics education are pressured by political, social, and economic forces that are often expressed through the medium of public opinion. Public opinion is formed largely by the preceptions of “what is” rather than the reality itself which may be known by only a few. The recommendations of committees of enquiry are activated in the world of average people and typical teachers — not the rarefied world of specialised professional knowledge in which the recommendations are typically incubated.
This paper reports on community perceptions of school mathematics with respect to the four areas of content, individual values, attitudinal aspects, and folklore. Factor analysis identified five predictor variables (derived from the respondents' own backgrounds), and five criterion variables (describing their views and values as to what school mathematics should be). Analysis of variance was used to explore the contribution of the predictor variables and selected demographic variables to the criterion factor scores. The results are discussed in relation to their implications for the effective implementation of recommendations for change in mathematics education.
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Galbraith, P.L., Chant, D. Factors shaping community attitudes to school mathematics: Implications for future curriculum change. Educ Stud Math 21, 299–318 (1990). https://doi.org/10.1007/BF00304261
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DOI: https://doi.org/10.1007/BF00304261