Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
374535 | Teaching and Teacher Education | 2010 | 8 Pages |
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.
Related Topics
Social Sciences and Humanities
Social Sciences
Education
Authors
Thomas Falkenberg, Andrew Noyes,