Abstract
M.Ed. (Mathematics)
Mathematics is the gate and key of the sciences .•• Neglect ·of Mathematics works injury to all knowledge, since he who is ignorant of it cannot know the other sciences or things of this world. And what is worse, men who are this ignorant are unable to perceive their own ignorance and do not seek a remedy (Kline 1960: 1). Perhaps the most unfortunate fact about Mathematics is that it requires man to reason, whereas most human beings are not convinced that reasoning is worth while. But a little investigation of the ways of our society does show that the ability to reason enhance the very existence of man. The engineer reasons continually in order to design or produce a new device. The scientist observes or experiments and draws conclusions from the evidence he obtains. The modern every-day man needs to reason in a very similar way to secure his foothold in society. Technological development has made it easier for man to cope with the demands of every-day life, providing that the individual who has to concentrate his efforts on the development of his immediate surroundings,
possesses the knowledge required to reach and sustain a perceived disposition. The view that mathematics somehow exists apart from everyday human affairs is a dangerous myth that cannot be sustained. It is dangerous because in addition to being philosophically unsound, it has damaging results in education. If mathematics is
a body of infallible, objective knowledge, then mathematics bears no social responsibility. The underachievement of sectors of the population, the sense of cultural alienation from mathematics felt by many groups of students; the relationship of mathematics to human affairs such as the transmission of social and political values; its role in the distribution of wealth and power - all of this is irrelevant to mathematics. Once it is admitted though, that mathematics is a living social construct, then the aims of teaching mathematics need to include the empowerment of learners to create their own mathematical knowledge; mathematics can be reshaped, at least in school, to give all groups more access to its concepts, and to the wealth and power its knowledge brings. Such a dynamic view of mathematics, in the mind of the teacher, has classroom consequences. In terms of the aims of teaching mathematics / the most radical of these consequences are to facilitate the active construction of understanding, built on learners own knowledge, and the exploration and autonomous
pursuit of the learner's own interest and thus that of the society at large. An emperical investigation was launched to determine the impact of modern-day approach to mathematics teaching, and to access the consequences of a perceived view of mathematics manifesting in the respective worlds of the individuals subjected to this manner of teaching. This investigation indicated that the mathematics teacher has a
social responsibility towards his pupils and to society at large. Achievement of this goal implies a radical change in the approach to mathematical teaching, which can only be resolved by adopting a stance of excellence / with a commitment to incorporate a restructured strategy which will assist the student in his pursuit to achieve his personal aspirations.