CHAPTER 47: Rationale Gone Missing: A Comparative and Historical Curriculum Search

Whether it is appropriate or not, there is an implicit hierarchy in the subject areas taught in public schools. Educational institutions are notoriously underfunded and have limited resources. Educators, particularly those in nonacademic subjects such as fine arts or physical education, need to simultaneously defend the importance of their subject areas and actively lobby for their fair share of time, money, equipment, and personnel. As a mathematics educator, I often feel I am letting my subject area down. I usually leave my soapbox tucked neatly under my desk and keep quiet. Yet, even in my silence there is an assumed value and importance given to school mathematics by educators, parents, policymakers, and most citizens. I have listened patiently to people explain how horrible they are in math but in the next breath say how important mathematics is for such things as everyday calculations, postsecondary institution admission, future job prospects, and future income possibilities. Not satisfied with any of these reasons, I examined the front matter of the Alberta K–9 Mathematics Program of Studies (Alberta Education, 2007)¹ in search of a rationale for teaching mathematics. Perhaps it would provide me with a thoughtful reason to dust off my soapbox.