Manifesto for Humanistic Mathematics

We, the undersigned, want every encounter with mathematics to help a person discover what they are capable of and feel like the author of their own life.

Our approach rests on agency, limitless academic depth and accessibility: the right to be oneself, the opportunity to go as far as one's interest, strength and desire allow — and the conviction that this right and this opportunity belong to every child.

A child is a participant in their own education

Children have their own thoughts, feelings, questions, interests and pace. All of this matters at any age.

We create a framework in which it is possible to suggest, choose, doubt, disagree and safely say “I don't understand.”

We are responsible for the environment, the content, the boundaries and the support. We help the child take an ever greater part in decisions about their own learning. This independence grows along with the child.

Development has no predetermined ceiling

We strive to offer as much depth and complexity as a person is ready to take on at their own pace.

If mathematics captivates them, the path should stay open — all the way to the highest olympiad level, independent research and discovery.

We do not set a limit on a child's abilities. Nor do we turn attainable peaks into mandatory goals.

Mathematics is not a privilege

An encounter with living, deep mathematics should not depend on where a child lives, which school they attend, how much their family can pay or what their individual needs are.

We strive for literally every child to have access to mathematics in which they are respected as a participant and the path stays open before them.

We do not see such mathematics as the preserve of a select group — the “gifted,” the “well-prepared” or those who were lucky with their surroundings. We look for formats, materials and forms of support that remove barriers rather than select the worthy.

“I can”

We strive for every encounter to give a child more reason to trust their own abilities.

Found my own way. Tested a hunch. Noticed a mistake. Asked for help. Made progress on a problem that at first seemed out of reach.

Difficulty and failure are part of this experience too. We help children go through them while keeping their self-respect and the chance to try again.

“I understand”

We create a space where one can boldly ask: “Why?”, “How exactly?”, “What does this follow from?”

The words “I don't understand” are where an inquiry begins. A child does not need to pretend to understand in order to earn approval or to avoid holding others up.

We give time to think, to try, to make mistakes, to discuss and to come back. What matters to us is that behind an answer there grows one's own understanding and one's own attitude to the question.

This is how trust in one's own thinking is gradually born: “I am able to figure this out. If something is unclear right now, I can look for an approach, ask questions and seek help.”

Challenge requires a safe environment

Mathematics takes effort. It involves confusion, fatigue and long searching.

We create conditions in which a child can meet a manageable difficulty: a clear rhythm, meaningful problems, time for an independent attempt, help within reach and a chance to rest.

We take into account a child's age, state and individual needs. We offer challenge and support progress. We help children gradually learn to tolerate uncertainty and to make an effort for the sake of what is meaningful.

Dignity is unconditional

We do not use fear, shame, grades, comparison or coercion as tools of learning.

We discuss solutions, reasoning and ways of acting. We help to see what has already worked, where the difficulty arose and what can be tried next.

Speed, the number of mistakes and olympiad results say nothing about a person's worth. Respect and kindness do not have to be earned through success.

An encounter with mathematics can lead in different directions

For some, mathematics will become a favorite pursuit and a superpower.

Others will feel: “I'm fine with mathematics. I can use it and figure things out when I need to.”

Others will get to know themselves better and realize that their interest lies in another field. We will help them tell apart their own preference, fear, fatigue and the after-effects of a bad experience — and we will value their choice.

We want every person to leave an encounter with mathematics with greater trust in themselves, the courage to ask questions and the freedom to choose their own path.

I can. I can handle it. I understand complex things. I discover. I'm curious. I choose. My choice matters.