This article considers several key problems facing the teaching and learning of mathematics at secondary level. In particular, it studies the need for better defined aims for mathematics teaching; the standards currently being attained by students viewed from an international perspective; the validity of many of the assessment procedures on which the government places such emphasis; and the underlying problem, that of an insufficiency of well-qualified mathematics teachers — a problem that, for several decades, governments have chosen to ignore. Suggestions are made on how the various aims of mathematics education might be better met.‘Does “Mathematics for all” mean “No mathematics for all”?’ Title of a lecture given by J. de Lange in 1983.‘A calculator, …, a friend or an independent financial advisor can substitute for an education in mathematics for instrumental purposes’ (Bramall, 2000).‘Q. I would like to know the rate of inflation for the years since 1987 to the present time to work out the true value of my savings. Can you help?A. Certainly. Since 1987 the cost of living has gone up by 70 per cent. So £1 today is worth the equivalent of only 30p then.’ Reader's question and financial expert's answer in ‘Your money’, Saga Magazine, April 2001.
