Socially Response-able Mathematics Education: Implications of an Ethical Approach
Bill Atweh 1 * , Kate Brady 1
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1 Curtin University of Technology, Perth, WA, AUSTRALIA
* Corresponding Author

Abstract

This paper discusses an approach to mathematics education based on the concept of ethical responsibility. It argues that an ethical approach to mathematics teaching lays the theoretical foundations for social justice concerns in the discipline. The paper develops a particular understanding of ethical responsibility based on the writings of Emanuel Levinas and discusses its implication for decision making on the curriculum and pedagogy in mathematics education. The paper argues that such an approach is consistent with a critical mathematics approach; however, it highlights the need to balance the concern about equity with that of quality. The paper concludes that this ethical stance, rather than being a normative criteria which dictates a particular line of action in different situations, it establishes a means to reflect on action and policy towards the achievement of more equitable access to high quality mathematics education.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

https://doi.org/10.12973/ejmste/75278

EURASIA J Math Sci and Tech Ed, 2009 - Volume 5 Issue 3, pp. 267-276

Publication date: 22 Jan 2009

Article Views: 382

Article Downloads: 122

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