ABSTRACT
This chapter locates the statement of the need of math education for all within the field of cultural politics where particular technologies made education a matter of human and economic capital growth, and children’s mathematical achievement became a key indicator of the latter. The connection between people's mathematical qualifications, math education, and progress can be traced to the end of the 19th century. Historicizing the emergence of the statement mathematics is for all allowed evidencing how economic growth, development, and progress articulated with children's math achievement for the fabrication of a new type of citizen in the 20th century. Math in compulsory school for all started being an important concern for policy makers, and it became a key node of assemblage of various technologies to govern the making of a new type of citizen. It is precisely in such an articulation that the alchemy of math as part of the curriculum operates in the fabrication of particular subjectivities.
