ABSTRACT
In chapter 2 we discussed the nature of mathematics, arguing, amongst other things, that the subject should not be divorced from ‘human activities, interactions and rules’. The puzzling combination of human invention and objectivity which we noted exists in mathematics may have had the effect of causing it to be seen as the exclusive property of mathematicians. These mathematicians, we suggested, could be seen as delving deeper and deeper into abstractions, separating them from a’majority of lesser mortals’. Indeed, it is possible that a view such as this has contributed to excusing a large number of otherwise educated people from feeling inadequate, instead of being quite proud when they announce that mathematics is a closed book to them. It does not surprise us when such statements are made. We can also feel it to be an unfortunate fact of life that from quite an early age mathematics for many people is boring, incomprehensible, useless, alarming or all of these. Mathematics teaching is improving. We know too many skilled and devoted teachers at all levels to doubt this. These teachers are, however, still faced with an attitude to mathematics which does not help them. Perhaps we need to be and ought to be surprised that educated people claim to be totally ignorant about mathematics. We should be surprised if they boasted of illiteracy. Perhaps the inevitability that many people find mathematics boring, irrelevant and the like needs to be challenged. Human minds presumably do not permit more than a very few people to be polymaths. However, it is a great pity that rather more people than necessary seem to be entirely cut off from one substantial and fascinating body of human experience. At least for practical purposes and to a reasonable level of understanding we might aspire to the attitude that to be educated involves feeling fairly comfortable about mathematics.
