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

Falkenberg, Thomas; Noyes, Andrew

Authors

Thomas Falkenberg

Andrew Noyes



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.

Journal Article Type Article
Publication Date May 1, 2010
Journal Teaching and Teacher Education
Print ISSN 0742-051X
Electronic ISSN 0742-051X
Publisher Elsevier
Peer Reviewed Peer Reviewed
Volume 26
Issue 4
APA6 Citation Falkenberg, T., & Noyes, A. (2010). Conditions for linking school mathematics and moral education: a case study. Teaching and Teacher Education, 26(4), doi:10.1016/j.tate.2009.10.036
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
Publisher URL http://www.sciencedirect.com/science/article/pii/S0742051X09002340
Copyright Statement Copyright information regarding this work can be found at the following address: http://eprints.nottingh.../end_user_agreement.pdf
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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Copyright Statement
Copyright information regarding this work can be found at the following address: http://eprints.nottingham.ac.uk/end_user_agreement.pdf





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