ABSTRACT
Just as the greatest number of personal philosophies are compatible with Relativism, so too there are different ethical outlooks which fit with Relativism. This position simply requires a consistent, principled set of values, coupled with acknowledgement of the legitimacy of alternatives. Thus to develop a theory of the aims of mathematics education, it is necessary to consider a number of sets of values, on a principled basis. The aims of mathematics education are the intentions which underlie it and the institutions through which it is effected. Consequently the aims of mathematics education must be consistent with the general aims of education. Cooper presents a powerful theoretical case for the existence of different social groups with different interests, missions and aims for mathematics education. He demonstrates historically the existence of different interest groups concerned with mathematics education. In the area of mathematics education, some empirical evidence supporting Williams’ identification of aims in education can be cited.
