The Social Outcomes of Learning Mathematics: Standard, Unintended or Visionary?

Mathematics is a fundamental part of human knowledge and one of the central planks of the modern
technological revolution. But in our enthusiasm to promote its benefits too rarely do we stop to question our
intended aims of teaching mathematics and the outcomes of learning mathematics in school. In this paper the
standard aims of school mathematics are acknowledged, but so too are the unexpected and unintended outcomes
for some or all students. These are primarily the unplanned and unintended values, attitudes and beliefs that
students develop during their years of schooling. Many of these are negative. To counter them and more
generally to aim higher in school mathematics teaching I propose four additional visionary aims for mathematics
that are empowering and broadening. These comprise developing higher level orientations and capabilities
including mathematical confidence; mathematical creativity through problem posing and solving; social
empowerment through mathematics contributing to critical citizenship; and the broader appreciation of
mathematics, its nature and its key ideas.