International Electronic Journal of Mathematics Education

Critical Mathematics Education: Recognizing the Ethical Dimension of Problem Solving
  • Article Type: Research Article
  • International Electronic Journal of Mathematics Education, 2008 - Volume 3 Issue 2, pp. 79-95
  • Published Online: 08 Aug 2008
  • Article Views: 547 | Article Download: 924
  • Open Access Full Text (PDF)
AMA 10th edition
In-text citation: (1), (2), (3), etc.
Reference: Freitas ED. Critical Mathematics Education: Recognizing the Ethical Dimension of Problem Solving. Int Elect J Math Ed. 2008;3(2), 79-95.
APA 6th edition
In-text citation: (Freitas, 2008)
Reference: Freitas, E. D. (2008). Critical Mathematics Education: Recognizing the Ethical Dimension of Problem Solving. International Electronic Journal of Mathematics Education, 3(2), 79-95.
Chicago
In-text citation: (Freitas, 2008)
Reference: Freitas, Elizabeth de. "Critical Mathematics Education: Recognizing the Ethical Dimension of Problem Solving". International Electronic Journal of Mathematics Education 2008 3 no. 2 (2008): 79-95.
Harvard
In-text citation: (Freitas, 2008)
Reference: Freitas, E. D. (2008). Critical Mathematics Education: Recognizing the Ethical Dimension of Problem Solving. International Electronic Journal of Mathematics Education, 3(2), pp. 79-95.
MLA
In-text citation: (Freitas, 2008)
Reference: Freitas, Elizabeth de "Critical Mathematics Education: Recognizing the Ethical Dimension of Problem Solving". International Electronic Journal of Mathematics Education, vol. 3, no. 2, 2008, pp. 79-95.
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: Freitas ED. Critical Mathematics Education: Recognizing the Ethical Dimension of Problem Solving. Int Elect J Math Ed. 2008;3(2):79-5.

Abstract

In this paper, I examine the notion of ‘real life’ mathematical applications as possible sites for ethical reflection in school mathematics. I discuss problems with the ‘real’ in mathematics education, and show how these problems are often based on faulty cognitive theories of knowledge transfer. I then consider alternative visions of mathematical application and suggest that attention to classroom discourse and the craft of mathematics offer ways of introducing the ethical into school mathematics.

References

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License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.