Does Everybody Count? Reflections on Reforms in School Mathematics by Nel Noddings

Overview The paper argues that the case for universal math schooling was overstated in Everybody Counts, the 1989 report by the National Research Council. The paper explores two questions: Why do we insist on math for everyone? Is there something about mathematics that everyone should know?

Why do we insist on math for everyone? Math is required to get access to better paid jobs, but many of these jobs do not need the further use of mathematical knowledge While 14 percent of U.S. population live in poverty, the solution to poverty cannot be found in teaching everybody mathematics Many current arguments for reform might be “largely artifacts of the organizational drive for self-preservation”

Is there something about mathematics that everybody should know? “Beyond basic arithmetic I would hesitate to name anything as essential” N. NODDINGS

However… The human interests vary, so the school should provide different mathematics courses for students with different interests The curriculum should be diversified by introducing topics in the psychology, sociology and history of mathematics Students should be encouraged to create and to adapt, not just follow instructions

How about the Teacher Education ? The future math teachers should not be required to take the standard courses taken by those who plan to do graduate mathematics, engineering or actuarial work; they need mathematics preparation designed for teachers.