Abstract

In their target article Valdés-Zorrilla et al. postulate that the typical ways of teaching mathematics cause serious mental-health problems in a significant number of our students. They alert us that this would be “the most critical problem in mathematics education.” They propose a solution based on metaphorizing along with embodied and enactive strategies, and exemplify them in work on probability. I argue that the great challenge is how to get the educational system to adopt the proposed solution. This solution may also help another critical mathematics education problem that is coming our way, i.e., trust.