Ethics and the challenges for inclusive Mathematics teaching

Helen Jara Forgasz, Jennifer Bernadette Bleazby, Carly Sawatzki

Research output: A Conference proceeding or a Chapter in BookChapter

Abstract

“Ethical understanding” has been included as one of seven general capabilities that teachers are charged to incorporate in their teaching across all subject areas within an inclusive Australian Curriculum. In this chapter, we explore the dilemmas and challenges this will present to teachers of mathematics. We draw on ideas from psychology and philosophy to argue that moral development is not simply an internal, automatic process, nor is it a by-product of general intellectual development. Successful moral development only occurs under particular conditions. We demonstrate how selected contexts associated with some mathematical concepts, and the social issues related to them (e.g., economics, sustainability, and equity), are value-laden and ethically problematic. If all students are to develop the capacities for moral reasoning and informed decision-making, and apply them in relevant contexts, we argue that teachers must create and actively foster learning experiences which stimulate ethical inquiry and discussion in contextualised mathematical problems.
Original languageEnglish
Title of host publicationDiversity in Mathematics Education
Subtitle of host publicationTowards Inclusive Practices
EditorsAlan Bishop, Hazel Tan, Tasos N. Barkatsas
Place of PublicationCham, Switzerland
PublisherSpringer
Chapter9
Pages147-165
Number of pages19
ISBN (Electronic)9783319059785
ISBN (Print)9783319059778
DOIs
Publication statusPublished - 2014
Externally publishedYes

Publication series

NameMathematics Education Library
PublisherSpringer
ISSN (Print)0924-4921
ISSN (Electronic)2214-983X

Fingerprint

moral philosophy
mathematics
Teaching
teacher
social issue
equity
psychology
sustainability
decision making
curriculum
learning
economics
Values
experience
student
philosophy

Cite this

Forgasz, H. J., Bleazby, J. B., & Sawatzki, C. (2014). Ethics and the challenges for inclusive Mathematics teaching. In A. Bishop, H. Tan, & T. N. Barkatsas (Eds.), Diversity in Mathematics Education: Towards Inclusive Practices (pp. 147-165). (Mathematics Education Library). Cham, Switzerland: Springer. https://doi.org/10.1007/978-3-319-05978-5_9
Forgasz, Helen Jara ; Bleazby, Jennifer Bernadette ; Sawatzki, Carly. / Ethics and the challenges for inclusive Mathematics teaching. Diversity in Mathematics Education: Towards Inclusive Practices. editor / Alan Bishop ; Hazel Tan ; Tasos N. Barkatsas. Cham, Switzerland : Springer, 2014. pp. 147-165 (Mathematics Education Library).
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Forgasz, HJ, Bleazby, JB & Sawatzki, C 2014, Ethics and the challenges for inclusive Mathematics teaching. in A Bishop, H Tan & TN Barkatsas (eds), Diversity in Mathematics Education: Towards Inclusive Practices. Mathematics Education Library, Springer, Cham, Switzerland, pp. 147-165. https://doi.org/10.1007/978-3-319-05978-5_9

Ethics and the challenges for inclusive Mathematics teaching. / Forgasz, Helen Jara; Bleazby, Jennifer Bernadette; Sawatzki, Carly.

Diversity in Mathematics Education: Towards Inclusive Practices. ed. / Alan Bishop; Hazel Tan; Tasos N. Barkatsas. Cham, Switzerland : Springer, 2014. p. 147-165 (Mathematics Education Library).

Research output: A Conference proceeding or a Chapter in BookChapter

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Forgasz HJ, Bleazby JB, Sawatzki C. Ethics and the challenges for inclusive Mathematics teaching. In Bishop A, Tan H, Barkatsas TN, editors, Diversity in Mathematics Education: Towards Inclusive Practices. Cham, Switzerland: Springer. 2014. p. 147-165. (Mathematics Education Library). https://doi.org/10.1007/978-3-319-05978-5_9