Abstract
The ethical dimension associated with mathematics and its teaching has been critically considered (Ernest, 2018 and 2019). Walshaw (2014) addressed the question of “who can know mathematics” so that “equitable practice” becomes the experience for all students by claiming that outcome requires recognizing that “At the core of the discussion lies an interest in reconfiguring learning as a political and moral project” (op cit., p.2). This paper revisits the question and sees solution as a cultural and ethical project. In the pursuit of “equitable practice” it will be argued that it is essential to establish the connective tissue between teacher-student interactions and the formal presentation of mathematical knowledge. Here the focus is not on “what we might do to effect change based on the potential of a radical democratic project for learners of mathematics” (ibid, p.2), but on the customs and practice of the mathematics profession in presenting mathematical knowledge, and uncovering there the need for change and liberating means for promoting equitable practice and the democratic spirit.
