In times of cultural change, education plays an especially important role. The writer suggests that even mathematics curricula, which have traditionally been considered culture-free, have a role to play in fostering mutual understanding amongst members of different cultures, after a period of cultural upheavel. As indicated by the word "towards" in the subtitle, the writer does not regard this paper as providing ultimate solutions to problems which are extremely complex. Writing, as she is, about South African cultures and sub-cultures all of which are in a state of intense ferment at this time, she is aware of complexities and contradictions which are implicit in some of the issues (and of which are not confined to South African society). The analysis of elements which may contribute to a mathematics curriculum for mutual understanding is offered as a first approximation to an answer to the question of how pupils from diverse cultures can best learn mathematics together after a period of cultural change.
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