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Conditions for linking school mathematics and moral education: a case study

Falkenberg, Thomas; Noyes, Andrew

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Authors

Thomas Falkenberg

ANDREW NOYES ANDREW.NOYES@NOTTINGHAM.AC.UK
Professor of Education



Abstract

In recent years the mathematics education research community has undergone a social turn towards a greater interest in the values and broader educational purposes of mathematics education, including issues of social justice and citizenship education. Building on these developing interests, this paper presents a conceptual framework that links the teaching of school mathematics with moral education. Then, in a case study involving two countries, England and Canada, this framework is used to explore the affordances and constraints faced by mathematics teachers in those countries if they want to intentionally practice moral education in the classroom.

Citation

Falkenberg, T., & Noyes, A. (2010). Conditions for linking school mathematics and moral education: a case study. Teaching and Teacher Education, 26(4), https://doi.org/10.1016/j.tate.2009.10.036

Journal Article Type Article
Publication Date May 1, 2010
Deposit Date Dec 8, 2014
Publicly Available Date Dec 8, 2014
Journal Teaching and Teacher Education
Print ISSN 0742-051X
Electronic ISSN 0742-051X
Publisher Elsevier
Peer Reviewed Peer Reviewed
Volume 26
Issue 4
DOI https://doi.org/10.1016/j.tate.2009.10.036
Keywords Mathematics education; Moral education; Mathematics education in Canada; Mathematics education in England;
Comparative education
Public URL https://nottingham-repository.worktribe.com/output/1012022
Publisher URL http://www.sciencedirect.com/science/article/pii/S0742051X09002340
Additional Information NOTICE: this is the author’s version of a work that was accepted for publication in Teaching and Teacher Education. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Teaching and Teacher Education, 26(4), (2010), doi: 10.1016/j.tate.2009.10.036

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