Abstract
Erin Wilding-Martin’s nicely crafted essay sets out to explicate and critique Paul Ernest’s philosophy of mathematics education. In a democracy committed to equality and pluralism, Ernest holds that society should not require all students to take (theoretical) mathematics courses, but should encourage some to choose to do so. Wilding-Martin is concerned that Ernest’s policy might continue or increase unjustifiable differences among various groups and individuals. In my judgment, I think that many of Wilding-Martin’s claims can be justified, and I think that several other claims are plausible. I want to focus, however, on the core issue: requiring all students to take (theoretical) math courses.
Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
