ABSTRACT
This paper describes the widespread public image of mathematics as cold, abstract and inhuman, and relates it to absolutist philosophies of mathematics. It is argued that this image is consistent with ‘separated’ values (Gilligan, 1982) which help to make mathematics a ‘critical filter’ denying access to many areas of study and to fulfilling professional occupations, especially for women in anglophone western countries. In contrast, an opposing humanised image of mathematics, consistent with ‘connected’ values, finds academic support in recent fallibilist philosophies of mathematics. It is argued that although these two philosophical positions have a major impact on the ethos of mathematics classrooms, there is no direct logical connection. It is concluded instead that the values realised in the classroom are probably the dominant factor in determining the learner’s image and appreciation of mathematics (and hence, indirectly, that of society).
