Abstract:
In recent years mathematics education has been justified by what can be called the 'technological rationale for mathematics education'. Here including mathematics in the school curriculum is seen as equipping students with an essential set of skills in an age of globalisation and information technology. This thesis argues that as a foundation for mathematics education the technological rationale will not suffice. It 'buys into' discourses about mathematics and society that offer a naïive and uncritical world view. The thesis suggests that if educators are to develop insights into mathematics and society that can enrich their students', as well as their own mathematical experiences, they will need to "go beyond" this type of justification to include important insights found in other discourses about mathematics and the world.
