10883nam 22004453 450 991086524240332120240614080242.09783031586835(electronic bk.)9783031586828(MiAaPQ)EBC31466790(Au-PeEL)EBL31466790(CKB)32274071200041(EXLCZ)993227407120004120240614d2024 uy 0engurcnu||||||||txtrdacontentcrdamediacrrdacarrierEthics and Mathematics Education The Good, the Bad and the Ugly1st ed.Cham :Springer,2024.©2024.1 online resource (507 pages)Advances in Mathematics Education SeriesPrint version: Ernest, Paul Ethics and Mathematics Education Cham : Springer,c2024 9783031586828 Intro -- Contents -- Part I: Introduction: The Good and the Bad -- The 'Ethical Turn' Reaches Mathematics Education -- The Book -- References -- Part II: Philosophical Foundations -- Mathematics Is Indefinite: An Ethical Challenge -- Indefinite with Respect to Concepts -- Indefinite with Respect to Proofs -- Indefinite with Respect to Topics -- Indefinite with Respect to Applications -- Indefinite with Respect to Cultures -- Indefinite with Respect to Power -- An Ethical Challenge -- References -- Self and Other -- Introduction -- The Malaises of Modernity -- The Ethics of Authenticity -- Dialogical Reason -- Horizons of Significance -- Recognition -- Dialectical Materialism -- The Non-essence of Essence -- Self and Other as an Ensemble of Social Relations -- The Ontologizing of the Social -- Self and Other in the Mathematics Classroom -- References -- An Ethico-Onto-Epistemology for Mathematics Education -- A Pedagogical Approach to Ethics and Mathematics Education -- An Ethics of Being-and-Acting in the World (of the Mathematics Classroom) -- An Ethics that Reckons with the Inhuman -- Pedagogical Implications -- References -- Situating "Ethics in Mathematics" as a Philosophy of Mathematics Ethics Education -- Introduction -- Overview -- Ethics in Mathematics -- Four Levels of Ethical Engagement -- Core Message: Preventing Harm -- Practical Ethics for the Working Mathematician -- Relationship to Other Courses -- Mathematics for Social Justice -- Paul Ernest's Philosophy of Mathematics Ethics Education -- Comparison -- Integration into the Curriculum -- Conclusion -- References -- Part III: Re-envisioning Ethics and Mathematics -- Ethics in Mathematics Education: A Foundation in the Fullness of Life -- Descriptions of the Lesson Setup and a 20-s Lesson Fragment -- Ethics in the Social Relations of a Mathematics Classroom.From a Constructivist to a Post-constructivist Position on Ethics in Mathematics Education -- From a Kantian and Constructivist Position … -- … Toward a Post-constructivist Position -- Coda -- References -- Ethics and the Richness of Being in/for Mathematics Education Research -- Feyerabend and the Richness of Being -- Ethics as a Measure of Scientific Truth -- Celebrating Abundance… in Mathematics Education -- Aporia: A Few Words on a Pressing Issue -- References -- For What Is an Ethical Mathematics Education Research? On Foucauldian Ethics as the Conscious Practice of Freedom -- Introduction -- The Emancipated Reader: A Note on Method -- Bubble of Research on Ethics -- A Tentative Lexicon of Foucault's Concepts: Power, Subjectivity, Morality, and Ethics -- Power Relations: The Direction of Others -- Programs of Power: The Crystallization of Power Relations -- Foucault's Perspective on the Subject -- Foucault's Perspectives on Morality and Ethics -- Foucault's Morals: Refusal, Curiosity, and Innovation -- Foucault's Analysis of Ethical Systems -- Dimensions of Ethical Subjectivity: Foucault's Framework -- Illustrative Example -- The Practice of Freedom: Ethics as Care of the Self -- Care of the Self and Others -- Care of the Self as an Ethical System -- Ethical Reflections on Mathematics Education Research -- References -- (Re)Constructing the Heart of Mathematics Education: Ethics as First Philosophy in Research and Praxis -- Theory -- Theory Contra/Intra Praxis -- Praxis -- Concluding Thoughts -- References -- The Ethics of Mathematical Knowledge: Imagination and Empathy to Produce Social and Ecological Solidarity -- My Ethical Stance -- Ethics in Mathematical Knowledge -- Social and Ecological Solidarity -- Solidarity: Empathy and Imagination -- Ethics of Knowing Mathematics -- What Are the Experiences of People Who Are Suffering?.What Is the Narrative that Sustains the Injustice? -- Hope in Assuming Responsibility and Action -- Being Willing to Be Uncomfortable -- Discussion -- References -- Ethical Engagement with Mathematics: How Practices of Mathematics Create Moral Orders that Govern Modern Souls Under Conditions of Modernity? -- Context -- Measuring Practices and Their Formation of Dispositions of Modern Man -- Theoretical Background -- Acts of Representing and Recording (Writing and Counting) -- Idea of Measurement and Precision -- How Is Ethics Impinged in Mathematics as a Schooling Subject? -- Producing and Regulating the Soul as Entrepreneurial Self Under a Regime of Calculatory Practices -- Governance of the Modern Soul Through Moral Orders Based on the Calculatory Regime -- Critical Mathematics Education and Taking a Critical Stance in Mathematics as Democratic Action -- Discussion -- Conclusion -- References -- Part IV: Ethical Critique of Mathematics Education -- The Ethics of Authority and Control in Mathematics Education: From Naked Power to Hidden Ideology -- Introduction -- Ethics -- Applied Ethics -- The Ethics of Mathematics Education -- The Aims of Teaching Mathematics -- Content of the Mathematics Curriculum -- Pedagogy in School Mathematics -- School Assessments in Mathematics -- The Hidden Curriculum in School Mathematics -- The Null Curriculum in School Mathematics -- Compulsion in Mathematics -- Student Liberty and Rights -- The Ideology of Mathematical Certainty -- The Ideology of Fixed Mathematical Ability -- The Ethics of Necessity and Authority in Mathematics Education -- The Ideology of Mathematical Necessity in Society -- Conclusion -- References -- The Pathology of Mathematics Education -- Ethics, Desire, and the Pathology of Mathematics Education -- Theoretical Positionality: An Interlude or Arrest -- On Aristotle and Evolutionism.A Dialectic of Sadomasochism: Mathematics as Psychosis and Thing -- Mathematics as Psychosis -- Mathematics as Thing -- A Dialectical Interpretation: Who Desires What? -- Giving Ground Relative to the Field's Desire -- References -- Mathematics Education: Is It Ethical? -- References -- The Death of Mathematics: A Mythopoetic Inquiry -- A Walk Through the Park -- An Inward Journey of Self-Discovery -- The Death of Mathematics -- Mythopoetics: The Capacity to Rebirth Oneself Through Story -- A Communal Act of Mourning -- Endnote -- References -- Part V: Ethics and Social Justice in Mathematics -- Choosing Cruel Optimism: What Relational Ethics Offers "Equitable" Mathematics Education -- Relational Ethics -- The Cruelty of Common Practices in Mathematics Education -- Getting to Know Your Students -- The Cruel Optimism of Knowing -- Knowing in a Relational Ethics -- Cultivating Student Agency -- The Cruel Optimism of Cultivating Student Agency -- Student Agency in a Relational Ethics -- Establishing Equitable Sociomathematical Norms -- The Cruel Optimism of Even Equitable Norms -- Norm(ativities) in a Relational Ethics -- Relational Ethics and Choosing Cruelty? -- References -- Social Justice and the Objectivity of Mathematical Reasoning: A Dilemma for Policymakers -- Introduction -- The DEI Policy Debate -- A Topology of the DEI Policy Debate -- The Dilemma -- The First Leg of the Dilemma -- The Second Leg of the Dilemma -- Tragedy -- Conclusion -- References -- Part VI: Ethics, Teachers and the Teaching of Mathematics -- A Useful Ethics Framework for Mathematics Teachers -- Introduction -- Background -- Conceptions of Ethics -- Values -- Mathematics, Statistics and Modelling -- Ethics in Mathematics Education -- Social Responsibility and Mathematics Education -- Ethnomathematics -- Equity -- Ethics in Statistics Education.Why Is Such a Framework Needed? -- Teacher Education in Mathematics -- Making the Case -- Useful Case Studies -- Financial Mathematics -- Designing Bus Routes -- Framework -- Level −1: Actively Obstructing Efforts to Address Ethics in Mathematics -- Level 0: Believing There Is No Ethics in Mathematics -- Level 1: Realising There Are Ethical Issues Inherent in Mathematics -- Level 2: Doing Something: Speaking Out to Other Mathematicians -- Level 3: Taking a Seat at the Tables of Power -- Level 4: Calling Out the Bad Mathematics of Others -- Application -- Implications -- Implications for Teachers -- Implications for Professional Development Designers, Teacher Educators, Resource and Assessment Designers -- General Mathematical-Ethical Questions Setting -- Implications for Mathematics Education Researchers -- Implications for Students -- Conclusion -- References -- Ethical Dilemmas and Professional Judgement: Considering Educational Assessment in Mathematics -- Mathematics as Ethics and the Ethics in Mathematics -- Ethics and Educational Assessment -- The Case of National Educational Assessment -- Teachers' Professional Judgement -- Ethical Dilemmas -- National Assessment in Sweden -- Ethical Dilemmas in National Assessment in Mathematics in Sweden -- Per: Testing a Resistant Student -- Amina: Is Multilingualism Important? -- Sara: How to Read? -- Discussion and Implications -- References -- Layers of Ethical Awareness: Mathematics Teachers' Concerns on Including Socio-political Issues -- Introduction -- Ethics and Mathematics Education -- Methods -- Framework -- The Data Collection -- Results -- BMI Project -- Xenophobia -- Sustainable Textiles -- Summary -- Discussion -- References -- Part VII: Ethical Content in the Teaching and Learning of Mathematics.Ethical Reasoning as Part of Mathematical Modelling: Young Children's Work with Sharing and Division.Advances in Mathematics Education SeriesErnest Paul862624MiAaPQMiAaPQMiAaPQ9910865242403321Ethics and Mathematics Education4169418UNINA