ABSTRACT
The connection between mathematics education and democracy is neither obvious nor clear. Nevertheless, current curricular reform documents seem to agree on the fact that mathematics education can contribute to the achievement of the democratic ideals of society. For example, Curriculum 2005 (South African Ministry of Education, 1997) declares that the reconstruction of South Africa into a “prosperous, democratic country, free of discrimination and violence, and able to compete internationally” needs a new educational system and a new curriculum. The latter will provide the conditions for students to solve problems by making responsible decisions, to work effectively with others, to handle and critically evaluate information, to communicate effectively by means of oral or written language—mathematics is a relevant language that should be mastered, and to use science and technology effectively, critically, and responsibly (Brodie, 1997, p. 29). Mathematical literacy, mathematics, and mathematical sciences constitute one of the eight proposed learning areas that will contribute to the achievement of these general outcomes.
