ABSTRACT
This chapter briefly discusses implications of the author's vision for K–12 education for three central areas: teacher education, educational research, and interdisciplinary mathematics education. For teacher education and interdisciplinary mathematics education, it offers general policy suggestions. Teacher education programs are an integral part of instrumentalism of education, but they are also a crucial part in facing it and leading toward human-centered K–12 education. The necessity that the teacher will have both availability and the desire to live as well as life wisdom means that the teacher has to hold significantly more 'expertise' in being a human being. The chapter discusses mathematics in general and in the context of interdisciplinary STEM (science, technology, engineering, and mathematics) education through the lens of facing instrumentalism and the proposed vision for K–12 education. Specifically, looking closely at specific issues also highlights the interdependence between theory and practice and as such the importance of including both aspects within the K–12 education sphere.
