An examination of nineteenth and early twentieth century events reveals the origins of the following three traditions of school mathematics in Australia:
Many groups in society will not benefit from having access to any branch of mathematics other than elementary arithmetic. Such groups include females, working-class children, and Aboriginal and other children whose cultures differ from the dominant Anglo-Saxon culture.
The main purpose of school mathematics is to prepare students for tertiary courses.
Rote teaching and learning procedures associated with rigidly defined courses of study, prescribed text books, and written examinations are desirable.
Over the last 25 years the validity of these traditions has been questioned. This paper argues that the heavy dependence on overseas ideas, and the acceptance of tertiary mathematicians' views on school mathematics, which characterised earlier times, have diminished because of the greater involvement of school teachers, and tertiary and government mathematics educators, in discussions on school mathematics.
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