The philosophy of Mathematics Education
Should be attained as a by-product of the (social rationale) for mathematics (Mellin-Olsen, 1987). The possibility of a conflict of values here needs to be acknowledged.
Theory of social diversity in mathematics education
The theory of social diversity reflects the underlying values and epistemology. Thus the mathematics curriculum should reflect its diverse historical, cultural and geo-graphical locations and sources; its role in non-academic contexts (ethnomathematics) and its embeddedness in all aspects of the social and political organization of modern life (the social institution of mathematics). The mathematics curriculum must be (friendly) to females, ethnic minorities, and other social groups, and positive action including anti-sexism and anti-racism are needed to enhance the mathematical education and social outlook of all, not merely to counter the problems of disadvantaged groups. The curriculum must be screened to remove obstacles to the success of all, such as language, stereotyping of narrow pedagogy which limit the full engagement, participation or development of all social disadvantage is appropriate. Overall, social diversity is recognized, accommodated and celebrated as central to the nature of mathematics