Citizenship and Democracy Finding a Place in the Mathematics Classroom

Probably one of the last things the average person thinks about when considering what should be taught in the mathematics classroom is social issues. There are so many branches of the tree that make up teachable mathematics, how is it possible to include citizenship education amongst them? Elaine Simmt makes the argument that it is possible and should be done.
Simmt argues that because numbers and statistics are so vital and interlocked into our daily lives, it would be irresponsible of our leaders at all levels not to incorporate the teaching of them to all who enter school. She suggests, “mathematics education and citizenship education need not be distinct tasks of the teacher; rather, appropriate mathematics teaching also prepares the student for citizenship”.
While a noble cause and one that most involved with mathematics would think an excellent new use for the age-old study, this is quite difficult in practise. Simmt does not suggest, as the reader might originally think, that debate and direct tackling of social issues is what should be taught. She argues instead that slight changes should be made in the way that teachers teach the same things they have always taught. This in turn will better prepare the future citizens of the world. It is a great goal that should be welcomed by all math teachers, regardless of how improbable it seems.