I am surprised that the reading mentions that "there is no shame" in being "incapable of doing and understanding mathematics" and that it comes with positive social valuation. The article mentions that during the progressivist reform, the reputation of math was that it taught students procedures to get to an answer but provided no explanation about the "why". Therefore, many people thought of math to be useless in real life.
John Dewey believe that there is a "split between knowing and doing, or abstract and applied knowledge". He states that students "must engage in doing mathematics as part of a reflective inquiry" in order to become more knowledgeable. This was during the early 1900s and I am surprised that the idea of inquiry and curiosity in mathematics for school mathematics was examined. I feel that the current curriculum has only begun to incorporate more inquiry and project-based approaches in math classes. Therefore, it has taken a long time to integrate these practices into classrooms.
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