Ethics and Mathematics Education

This edited volume is an inquiry into the ethics of mathematics education, and to a lesser extent, the ethics of mathematics. The imposition of mathematics for all raises questions of ethics. What are the ethics of teaching school mathematics? What are the costs as well as the benefits? What are the ethical issues raised by the official aims of mathematics teaching, the planned curriculum, the pedagogies employed in school and college mathematics and the assessment systems? These questions are addressed in the book as well as what systems of ethics we might use. The volume ventures into a burgeoning new field. It offers a unique set of investigations, both theoretical and in terms of practices. It announces the ethics of mathematics education as a new subfield of research and includes valuable contributions from many of the best-known researchers in mathematics education; additionally, it is a valuable resource for students, teachers and researchers in the field. This is an enduring and classic source book in the field. From the wisdom of leading scholars to the little heard voices of students, this collection offers the reader many striking new insights into the ethics of mathematics and education.

Presents an emergent field of research within mathematics education (and mathematics) Extends across theory, critique and classroom practices in mathematics education Includes valuable contributions from the best-known international researchers in the field

Auteur

Dr. Paul Ernest was appointed as the first Professor of the Philosophy of Mathematics Education at the University of Exeter, UK, where he is now emeritus professor. His books include The Philosophy of Mathematics Education, cited in more than three thousand scholarly publications, and Social Constructivism as a Philosophy of Mathematics, with over 1000 citations. He founded and edits the open access Philosophy of Mathematics Education Journal.

Contenu

Part I: Introduction: The Good and the Bad.- Chapter 1. The 'Ethical Turn' reaches Mathematics Education.- Part II: Philosophical foundations.- Chapter 2. Mathematics is indefinite: An ethical challenge.- Chapter 3. Self and other.- Chapter 4. An ethic-onto-epistemology for mathematics education.- Chapter 5. Situating Ethics in Mathematics as a philosophy of mathematics ethics education.- Part III: Re-envisioning ethics and mathematics.- Chapter 6. Ethics in mathematics education: A foundation in the fullness of life.- Chapter 7. Ethics and the richness of being in/for mathematics education research.- Chapter 8. For what is an ethical mathematics education research? On Foucauldian ethics as the conscious practice of freedom.- Chapter 9. (Re) constructing the heart of mathematics education: Ethics as first philosophy in research and praxis.- Chapter 10. The ethics of mathematics knowledge: imagination and empathy towards social and ecological solidarity.- Chapter 11. Ethical engagement with mathematics: how practices of mathematics create moral orders that govern modern souls under conditions of modernity.- Part IV: Ethical critique of mathematics education.- Chapter 12. The ethics of authority and control in mathematics education: From naked power to hidden ideology.- Chapter 13. The pathology of mathematics education.- Chapter 14. Mathematics education: Is it ethical.- Chapter 15. The Death of Mathematics: A Mythopoetic Inquiry.- Part V: Ethics and social justice in mathematics.- Chapter 16. Choosing cruel optimism: What relational ethics offers equitable mathematics education.- Chapter 17. Social justice and the objectivity of mathematical reasoning: A dilemma for policy makers.- Part VI: Ethics, teachers and the teaching of mathematics.- Chapter 18. A useful ethics framework for mathematics teachers.- Chapter 19. Ethical dilemmas and professional judgement during national assessment in mathematics.- Chapter 20. Layers of ethical awareness mathematics teachers' concerns on including socio-political issues.- Part VII: Ethical content in the teaching and learning of mathematics.- Chapter 21. Ethical reasoning as part of mathematical modelling: young children's work with sharing and division.- Chapter 22. Changing the dialogue: Teaching ethically-valued content and teaching ethically.- Chapter 23. A plea for research-based teaching in mathematics education (due to ethical reasons).- Part VIII: Afterword: The Ugly.- Chapter 24. The garden of ethics.