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

Falkenberg, Thomas; Noyes, Andrew

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