Mathematics
Education, Society, and Peace
"What
do we mean by peace?" "What ought
to be the role of mathematics education in society?" "What role can mathematics education play in a quest for
peace?" How can mathematics
education integrate peace education?
Such integration would influence upon the following:

the goals of
mathematics education,

the manner of how
mathematics is presented to students,

the selection of
contents as related to mathematics and realworld contexts,

teaching methods and
organization, and

social interaction
in classrooms, in schools, and in the larger society.
Increasingly, educators and
researchers are arguing that mathematics and mathematics education ought to
contribute to exposing dangers, responding to disastrous trends, and providing
a basis for creating a saner and more just world.
Participants of this working
group will be invited to explore these and other questions and assumptions as
they relate to both the theory and practice of mathematics education. This working group is based on the
premise that if humans are to survive, we have to achieve peace, in its several
dimensions: inner peace, social peace, environmental peace, economic peace, and
military peace. The working group
will provide a forum where participants can address the task of finding ways
through mathematics education to work toward greater peace by providing
justifications, pointing out ways to approach it, and by
suggesting—explicitly or implicitly—questions for needed research
and development.
The
working group leaders propose that the group focus initially on two broad
areas:

One of the questions
addressed in this area is whether and why mathematics and mathematics education
can be or should be subjected to ethical considerations.

An additional
question is how awareness of the plurality of truth, as one—not yet well
understood—feature of modern mathematics can provide a basis for the
discovery of values (among them values which are preconditions for peace) and
the shaping of interpretative frames.

lead to a better
understanding of situations and their dynamics  and thus to insight into
chances or the impossibility to avoid escalation;

demonstrate that, in
some cases, a mathematical model can lead to wrong or morally unacceptable
conclusions;

assist students in
becoming aware that there are situations where decisions must not be based on
mathematical considerations alone;

illustrate that
mathematics can be used to expose dangerous trends thus leading to the insight
that countermeasures are badly needed; and

illustrate that
mathematics itself can be part of the basis on which to build a
"better" world.