The foreword of the book provides the readers with a focus of “analysis of the political dimension of the call for a cultural perspective on mathematics education” (D’Ambrosio, 2009, vii)). Right from the start, the writers indicate that a problem with mathematics education is to politics behind it. Curriculum is designed by a group of politicians and teachers, textbooks are supported by government, tests are designed by government, the way a classroom is operated has a lot to do with the expectations of the government. Capitalism is when a private group profits from a country’s trade and industry. I do not know what is more valuable than the development of a country’s youth. The companies who design the textbooks, the teaching materials and the resources available to the teachers are able to have a monopoly on students who have developed exactly as required for the businesses that need workers. There is a mindset that one must add one to one in order to get two, but no one thinks about what needs to be done in order to add one to one and get three. Math is viewed as essential, but people only need to be literate enough to make a society work (D’ Ambrosio, 2009, ix), how literate is “enough” has been determined by corporations who want workers not visionaries. Mathematics is essential to society, however ensuring that students are getting teachings and knowledge that further their understanding and allow for creative thinking about the problems presented may result in essential members of society rather than followers of corporations. Teachers have two responsibilities, the first is teaching the mandated curriculum, and the second is providing students with a chance to become critical thinkers about the importance of the curriculum. This can only be done by educators who are willing to challenge what they believe as well as what the students believe.
D’Ambrosio, U., (2009). In B. Greer et al., Culturally responsive mathematics education. (pp.vii-xii) New York: Routledge.