Decoupling Current Mathematics Education Reform Efforts From Low-Quality System-Wide Mathematization

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Abstract

The purpose of this paper is to argue that current US mathematics education reform efforts are being stymied by bureaucratic intrusions that paradoxically blunt the reform process. In essence, I claim that the current US educational system’s efforts (considered holistically as a complex system) is a form of low-quality mathematization by the entire US educational system as it is forced by bureaucracy to create trivialized mathematical objects out of students, teachers, etc. through examinations, and then mathematically operates upon these objects in low-quality ways through normative subjection. It is illogical to expect this low-quality mathematization by the educational system as whole (at the very top) should eventually yield high-quality mathematization by students (at the very bottom).

Author

• Thomas E. Ricks, Louisiana State University