Thanks for sharing Dewey’s perspective, David. The issue with school maths is that students are not given the space to explore until it’s too late. There is a false promise of delayed gratification — ‘learn this now and you’ll do all kinds of cool stuff with it later.’ Yet exactly when ‘later’ will arrive is nowhere stipulated. Neither pure knowledge transmission or discovery learning is of much help or interest to students. Unfortunately, educational debate — and practice — is often situated at these two extremes.