Author:
Dahl Jonas,Johansson Maria C.
Abstract
In this article, the mathematics needed for citizenship is discussed in relation to the Swedish curriculum. The article considers two approaches for discussing mathematics as demanded by, or developed within, a society: mathematical literacy and ethnomathematics. These approaches provide an alternative understanding for school mathematics in relation to citizenship. In reconsidering the expectations upon the future citizen produced from implementing the curriculum, an argument is made for the curriculum to include elements from critical and socially responsible mathematics education, which include elements of ethnomathematics and mathematical literacy. Such reconsideration is necessary because the transfer of mathematics from school to the outside world is not a straightforward matter. Therefore, it is essential that more focus is directed at citizens in the curriculum, and the transitions they undertake during their trajectories in life, to and from school.
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