Socially Response-able Mathematics Education: Implications of an Ethical Approach

Bill Atweh; Kate Brady

doi:10.12973/ejmste/75278

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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.

Keywords

mathematics education
social perspective
social justice
ethics
pedagogy
curriculum

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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

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

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

Publication date: 22 Jan 2009

Article Views: 2406

Article Downloads: 1468

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How to cite this article

APA

Atweh, B., & Brady, K. (2009). Socially Response-able Mathematics Education: Implications of an Ethical Approach. Eurasia Journal of Mathematics, Science and Technology Education, 5(3), 267-276. https://doi.org/10.12973/ejmste/75278

Vancouver

Atweh B, Brady K. Socially Response-able Mathematics Education: Implications of an Ethical Approach. EURASIA J Math Sci Tech Ed. 2009;5(3):267-76. https://doi.org/10.12973/ejmste/75278

AMA

Atweh B, Brady K. Socially Response-able Mathematics Education: Implications of an Ethical Approach. EURASIA J Math Sci Tech Ed. 2009;5(3), 267-276. https://doi.org/10.12973/ejmste/75278

Chicago

Atweh, Bill, and Kate Brady. "Socially Response-able Mathematics Education: Implications of an Ethical Approach". Eurasia Journal of Mathematics, Science and Technology Education 2009 5 no. 3 (2009): 267-276. https://doi.org/10.12973/ejmste/75278

Harvard

Atweh, B., and Brady, K. (2009). Socially Response-able Mathematics Education: Implications of an Ethical Approach. Eurasia Journal of Mathematics, Science and Technology Education, 5(3), pp. 267-276. https://doi.org/10.12973/ejmste/75278

MLA

Atweh, Bill et al. "Socially Response-able Mathematics Education: Implications of an Ethical Approach". Eurasia Journal of Mathematics, Science and Technology Education, vol. 5, no. 3, 2009, pp. 267-276. https://doi.org/10.12973/ejmste/75278