Two moments in this chapter stood out to me. The first was Høyrup’s (1994) observation that certain Babylonian mathematical word problems revealed a non-applied nature. When mathematical discourse is constructed and maintains a level of artificiality- such as the use of contextually strange quantities- it allows mathematics to achieve a kind of “autonomy.” This idea collides with my recent interest in the reconceptualization of curriculum through the lens of social justice and activism. Markwick and Reiss (2025) argue that individuals’ engagement with knowledge should foster personal development and contribute to greater social and cultural justice by promoting critical and proactive interaction with the social, political, and economic forces shaping our world.
This tension between autonomous mathematics and applied, justice-oriented education raises important questions: How can we use word problems to ensure that teaching remains socially responsive and meaningful, while also honouring the internal beauty and coherence of mathematics? Engaging students with historically- and even contemporarily-“autonomous” mathematical problems, which still appear in today’s textbooks, can prompt critical reflection on the cultural and historical forces that have shaped mathematical thought. At the same time, integrating applied, justice-driven problems can connect students to the real-world implications of quantitative reasoning. In this way, the curriculum becomes more than just a vehicle for transmitting mathematical knowledge- it becomes a platform for empowering students as critical thinkers and agents of change.
I continue to reflect on the role of word problems within the context of social justice. The second moment that deepened this reflection comes from one of the final questions posed in the chapter: Are word problems primarily designed to train students in the use of methods without necessarily providing an understanding of those methods? (Gerofsky, 2004). This question invites a critical reconsideration of the pedagogical purpose of word problems. When these problems are reduced to mechanical exercises focused solely on method application, they risk disengaging students from the deeper meanings, purposes, and implications of the mathematics they are learning. In contrast, when designed with intention and thoughtfulness, word problems have the potential to illuminate the social, political, and cultural contexts in which they are embedded. Rather than being autonomous or contextless, they could serve as entry points for inquiry, reflection, and meaningful dialogue- transforming mathematics into a tool for critical thinking and social awareness
Gerofksy, S. (2004). A Man Left Albuquerque Heading East. Peter Lang.
Markwick, A., & Reiss, M. J. (2025). Reconceptualising the school curriculum to address global challenges: Marrying aims‐based and ‘powerful knowledge’ approaches. The Curriculum Journal, 36(1), 1-14. https://doi.org/10.1002/curj.258
Your reflection demonstrates a strong ability to connect historical perspectives on word problems with contemporary issues of curriculum, justice, and pedagogy. I appreciate how you identified the tension between “autonomous” mathematics and socially responsive education, and raised a key question about balancing internal mathematical beauty with meaningful, real-world relevance.
ReplyDeleteOne suggestion for strengthening your response would be to illustrate your ideas with a concrete example of a word problem—perhaps one that feels “autonomous” and another redesigned to address social justice issues. This would not only ground your arguments but also make them more relatable for readers.