Two quotes
He suggested that older pupils might be asked to approach questions with moral dimensions through mathematics.
For example, decisions on where to build a village bypass or how to advise someone on medical treatment have a mathematical element - but ethical considerations and social costs that are harder to quantify also play a part.
"I want children to see the power of maths - but also to understand its limitations," he said.
He added that the approach was not the same as old-fashioned mathematical "problems" which were often contrived and irrelevant to children's real life experiences.
(From a report by BBC on "innovative teaching techniques" proposed by Professor Dave Pratt of the Institute of Education)
Teaching Math in 1950:
A logger sells a truckload of lumber for $100. His cost of production is 4/5 of the price. What is his profit?
...
Teaching Math in 1990:
By cutting down beautiful forest trees, the logger makes $20. What do you think of this way of making a living? Topic for class participation after answering the question: How did the forest birds and squirrels "feel" as the logger cut down the trees? There are no wrong answers.
(Internet folklore)