Here I set out the start of a manifesto for expanding learners’ experiences of what mathematics “is”. My intention is not to decry what we already have (although I do think that it should be open to critique), rather to suggest that as it stands, for many students, our school mathematics curriculum is particularly ineffectual in preparing students for life beyond school. My concerns in this regard have been heightened by our recent experience of maths being centre stage as we, and politicians, drew on “the science” to understand the spread of covid-19. It is likely that we all have heard terms such as “flattening the curve” and “keeping the R value below 1”. We’ve all seen graphs with log scales, but what is everyone making of them? …

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