Link: https://theanarchistlibrary.org/library/mark-wolfmeyer-in-defense-of-mathematics-and-its-place-in-anarchist-education

Abstract: This article reclaims mathematics from the measures of profit and control by first presenting an anarchist analysis of mathematics’ status quo societal uses and pedagogic activities. From this analysis, a vision for an anarchist math education is developed, as well as suggestions for how government school practitioners sympathetic to anarchism can insert this vision into their current work. Aspects to this vision include teacher autonomy, freedom from hierarchical curriculum structure and math class as a non-coercive, happy place. Finally, mathematics is argued to be essential knowledge for anarchistic society for three potentialities: in solving social and technological problems through application, as an analytic technology and for increasing individual happiness via the aesthetic dimension.

I am sympathetic to the bad reputation mathematics often endures. Some of society’s well-known uses of mathematics cloud our understanding of the knowledge and its place in a visionary, anarchist society; similarly, the status quo pedagogy of mathematics education might suggest that mathematical knowledge should be left out of an anarchist education. I describe this situation with a heavy heart, however, because I also happen to have passion for mathematics as a knowledge for myself to use and enjoy, and as something I can share with others. In this article, I argue that mathematics finds a home in anarchist education, and again that mathematical knowledge is not in conflict with anarchist society. To begin, I offer a handful of examples from such societal uses and status quo pedagogy that work against three commonly agreed on anarchist values: collectivism, fraternity, and freedom from social hierarchy. These representations will guide an understanding for what anarchist society and education are and are not. Next, the article discusses the role mathematics can play in anarchist education and finally society. Put another way, this article first presents an anarchist analysis of current mathematical behaviors, both pedagogic and otherwise, and then develops an anarchist mathematics.

Before I proceed with the connections between mathematics/mathematical behaviors and anarchism, I describe briefly the anarchist theory that informs this article. One definition describes anarchism as “a political theory which aims to create a society within which individuals freely cooperate together as equals” (McKay 2008, 19). In particular, I am highlighting three tenets related to this definition: collectivism, fraternity, and freedom. Collectivism denotes the curtailment of property rights, especially as they relate to ownership of capital. Fraternity describes an inclination for individuals to recognize the needs and desires of all other people, and accordingly to act in the spirit of mutual aid. Freedom indicates a lack of coercive actions by any person, group, or social institution on any one person, as well as individual autonomy within the boundaries of imposing on another’s freedom. I review these anarchist tenets when I describe an anarchist math education, but first I use them to expose problematic mathematical activities in society.

Referenced and related: A Mathematician’s Lament by Paul Lockhart (PDF)

The elitism and cutthroat nature of math academia that is one conversation you could have, but who is arguing math isn't a necessary part of education? That enrages me.

Why would we deprive people of one of the most beautiful ways of thinking and seeing the world that humanity has ever discovered? This isn't about proving how it better equips kids or proving the opposite that it isn't necessary, we have a moral obligation to pass on the gifts we were given when we were young to the next generation and one of the most precious of those gifts is undoubtedly math.

Also math is a NECESSARY tool to check the consistency of ideas and systems being explained to you, it gives you a way to interrogate the world in the pursuit of truth, this makes math necessary to education. For example the amount of damage that is done from so many people not understanding basic concepts in statistics is horrifying and multidimensional across basically every aspect of society.

One of my favorite professors/teachers who has free videos on calculus and linear algebra named his channel Math The Beautiful. Kind of a corny name, but watch this guy teach a normal boiler plate high school calculus lecture and tell me you don't see it in his eyes that he thinks math truly is one of the most beautiful things.

https://www.youtube.com/channel/UCr22xikWUK2yUW4YxOKXclQ

https://inv.nadeko.net/channel/UCr22xikWUK2yUW4YxOKXclQ

I don't need to get a bunch of numbers about how people do better in life when they are educated in math to defend it, just watch this guy show you math concepts and if it doesn't reach down deep into you I don't know what to tell you other than you are missing something that you should be very careful to risk denying others.

The elitism and cutthroat nature of math academia that is one conversation you could have, but who is arguing math isn’t a necessary part of education? That enrages me.

The same bunch that persuaded way too many of us that reading/writing were not required and useful skills to teach kids anymore?

Why would we deprive people of one of the most beautiful ways of thinking and seeing the world that humanity has ever discovered?

This is the question we should all be asking ourselves, at least all of us the adults that, supposedly, are expected to be educating those younger generations.

No one persuaded us of that, why are you making things up?