Editing Mathematics (section)

=== Education ===
{{Main|Mathematics education}}
Mathematics has a remarkable ability to cross cultural boundaries and time periods. As a [[human activity]], the practice of mathematics has a social side, which includes [[Mathematics education|education]], [[Mathematician|careers]], [[List of mathematics awards|recognition]], [[Popular mathematics|popularization]], and so on. In education, mathematics is a core part of the curriculum and forms an important element of the [[STEM]] academic disciplines. Prominent careers for professional mathematicians include mathematics teacher or professor, [[statistician]], [[actuary]], [[financial analyst]], [[economist]], [[accountant]], [[commodity trader]], or [[Information technology consulting|computer consultant]].<ref>{{cite book
 | title=Mathematicians and Statisticians: A Practical Career Guide
 | first=Kezia
 | last=Endsley
 | year=2021
 | series=Practical Career Guides
 | isbn=978-1-5381-4517-3
 | publisher=Rowman & Littlefield
 | pages=1–3
 | url={{GBurl|id=1cEYEAAAQBAJ|p=3}}
 | access-date=November 29, 2022
}}</ref>

Archaeological evidence shows that instruction in mathematics occurred as early as the second millennium BCE in ancient Babylonia.<ref>{{cite book
 | title=The Oxford Handbook of the History of Mathematics
 | first=Eleanor | last=Robson | author-link=Eleanor Robson
 | year=2009
 | chapter=Mathematics education in an Old Babylonian scribal school
 | editor1-first=Eleanor | editor1-last=Robson
 | editor2-first=Jacqueline | editor2-last=Stedall | editor2-link=Jackie Stedall
 | publisher=OUP Oxford
 | isbn=978-0-19-921312-2
 | chapter-url={{GBurl|id=xZMSDAAAQBAJ|p=199}}
 | access-date=November 24, 2022
}}</ref> Comparable evidence has been unearthed for scribal mathematics training in the [[ancient Near East]] and then for the [[Greco-Roman world]] starting around 300 BCE.<ref>{{cite book
 | chapter=Mathematics Education in Antiquity
 | first1=Alain | last1=Bernard
 | first2=Christine | last2=Proust | author2-link=Christine Proust
 | first3=Micah | last3=Ross
 | title=Handbook on the History of Mathematics Education
 | editor1-last=Karp | editor1-first=A.
 | editor2-last=Schubring | editor2-first=G.
 | year=2014 | pages=27–53 | isbn=978-1-4614-9154-5
 | publisher=Springer | publication-place=New York
 | doi=10.1007/978-1-4614-9155-2_3
}}</ref> The oldest known mathematics textbook is the [[Rhind papyrus]], dated from {{Circa|1650 BCE}} in Egypt.<ref>{{cite journal
 | title=The World's First Mathematics Textbook
 | first=Underwood | last=Dudley
 | journal=Math Horizons
 | volume=9 | issue=4 | date=April 2002 | pages=8–11
 | publisher=Taylor & Francis, Ltd.
 | doi=10.1080/10724117.2002.11975154 | jstor=25678363
| s2cid=126067145 }}</ref> Due to a scarcity of books, mathematical teachings in ancient India were communicated using memorized [[oral tradition]] since the [[Vedic period]] ({{c.|1500|500 BCE}}).<ref>{{cite conference
 | title=Indian pedagogy and problem solving in ancient Thamizhakam
 | last=Subramarian
 | first=F.
 | conference=History and Pedagogy of Mathematics conference, July 16–20, 2012
 | url=http://hpm2012.onpcs.com/Proceeding/OT2/T2-10.pdf
 | access-date=November 29, 2022
| archive-date=November 28, 2022
| archive-url=https://web.archive.org/web/20221128082654/http://hpm2012.onpcs.com/Proceeding/OT2/T2-10.pdf
 | url-status=live
 }}</ref> In [[Imperial China]] during the [[Tang dynasty]] (618–907 CE), a mathematics curriculum was adopted for the [[Imperial examination|civil service exam]] to join the state bureaucracy.<ref>{{cite book
 | chapter=Official Curriculum in Mathematics in Ancient China: How did Candidates Study for the Examination?
 | first=Man Keung | last=Siu
 | series=Series on Mathematics Education
 | title=How Chinese Learn Mathematics
 | pages=157–185 | year=2004 | volume=1 | isbn=978-981-256-014-8
 | doi=10.1142/9789812562241_0006
 | url=https://scholar.archive.org/work/3fb5lb2qsfg35gf2cv6viaydny/access/wayback/http://hkumath.hku.hk:80/~mks/Chapter%206-Siu.pdf
 | access-date=November 26, 2022 }}</ref>

Following the [[Dark Age]]s, mathematics education in Europe was provided by religious schools as part of the [[Quadrivium]]. Formal instruction in [[pedagogy]] began with [[Jesuit]] schools in the 16th and 17th century. Most mathematical curricula remained at a basic and practical level until the nineteenth century, when it began to flourish in France and Germany. The oldest journal addressing instruction in mathematics was ''[[L'Enseignement Mathématique]]'', which began publication in 1899.<ref>{{cite journal
 | title=The History of Mathematical Education
 | journal=The American Mathematical Monthly
 | volume=74 | issue=1 | pages=38–55
 | publisher=Taylor & Francis, Ltd.
 | doi=10.2307/2314867 | jstor=2314867 | last1=Jones
 | first1=Phillip S.
 | year=1967
 }}</ref> The Western advancements in science and technology led to the establishment of centralized education systems in many nation-states, with mathematics as a core component{{emdash}}initially for its military applications.<ref>{{cite journal
 | title=Introduction: the history of mathematics teaching. Indicators for modernization processes in societies
 | first1=Gert | last1=Schubring | first2=Fulvia | last2=Furinghetti
 | first3=Man Keung | last3=Siu
 | journal=ZDM Mathematics Education
 | volume=44 | pages=457–459 | date=August 2012
 | issue=4 | doi=10.1007/s11858-012-0445-7
| s2cid=145507519 | doi-access=free }}</ref> While the content of courses varies, in the present day nearly all countries teach mathematics to students for significant amounts of time.<ref>{{Cite book | chapter=Examining eTIMSS Country Differences Between eTIMSS Data and Bridge Data: A Look at Country-Level Mode of Administration Effects | title=TIMSS 2019 International Results in Mathematics and Science | first1=Matthias | last1=von Davier | first2=Pierre | last2=Foy | first3=Michael O. | last3=Martin | first4=Ina V.S. | last4=Mullis | publisher=[[TIMSS]] & [[PIRLS]] International Study Center, [[Lynch School of Education and Human Development]] and [[International Association for the Evaluation of Educational Achievement]] | isbn=978-1-889938-54-7 | page=13.1 | language=en-US | year=2020 | url=https://files.eric.ed.gov/fulltext/ED610099.pdf | access-date=November 29, 2022 | archive-date=November 29, 2022 | archive-url=https://web.archive.org/web/20221129163908/https://files.eric.ed.gov/fulltext/ED610099.pdf | url-status=live }}</ref>

During school, mathematical capabilities and positive expectations have a strong association with career interest in the field. Extrinsic factors such as feedback motivation by teachers, parents, and peer groups can influence the level of interest in mathematics.<ref>{{cite journal
 | title=Social Cognitive Factors, Support, and Engagement: Early Adolescents' Math Interests as Precursors to Choice of Career
 | first1=Heather T.
 | last1=Rowan-Kenyon
 | first2=Amy K.
 | last2=Swan
 | first3=Marie F.
 | last3=Creager
 | journal=The Career Development Quarterly
 | volume=60
 | issue=1
 | date=March 2012
 | pages=2–15
 | doi=10.1002/j.2161-0045.2012.00001.x
 | url=https://www.academia.edu/download/45974312/j.2161-0045.2012.00001.x20160526-3995-67kydl.pdf
 | access-date=November 29, 2022
| archive-url=https://web.archive.org/web/20231122212933/https://d1wqtxts1xzle7.cloudfront.net/45974312/j.2161-0045.2012.00001.x20160526-3995-67kydl-libre.pdf?1464293840=&response-content-disposition=inline%3B+filename%3DSocial_Cognitive_Factors_Support_and_Eng.pdf&Expires=1700692172&Signature=cs9KfTPxoPh859wY~ExtJyAl9NpYb3X-2P4rDel1Z3z7DwehsHLRggoZtgi1pMsamxYobu9dVK4G7OsqfvNxcuwz3uKh1pnCMZQEz~ahVtPb4kvN-4dmwExJplzoxWu31o3SJOfuBt0GGE-0Hl8eLfPBg5agmtkjSwAWQwlqGrjp3YgYZGjbNxOEAM4t1l4qvoWXidWvSHHcEUNvlKYwCDvG0~QhGTmA6ldxmfS1ovf0adog-qqvjGxxJuSjtP6O8zCTwkPXYwi2e8giI0H6b5fNarHc-2q~-NRnVVtYKhvSBcwC22kNZoA7s8sp8ix9KIdM3uxiUIBRBRC-4aaVoQ__&Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA
 | archive-date=November 22, 2023
| url-status=live
 }}</ref> Some students studying mathematics may develop an apprehension or fear about their performance in the subject. This is known as [[mathematical anxiety]], and is considered the most prominent of the disorders impacting academic performance. Mathematical anxiety can develop due to various factors such as parental and teacher attitudes, social stereotypes, and personal traits. Help to counteract the anxiety can come from changes in instructional approaches, by interactions with parents and teachers, and by tailored treatments for the individual.<ref>{{cite journal
 | title=Spotlight on math anxiety
 | first1=Silke | last1=Luttenberger
 | first2=Sigrid | last2=Wimmer
 | first3=Manuela | last3=Paechter
 | journal=Psychology Research and Behavior Management
 | year=2018 | volume=11 | pages=311–322
 | doi=10.2147/PRBM.S141421 | pmid=30123014
 | pmc=6087017 | doi-access=free }}</ref>