Ethical Reasoning in Mathematics: New Directions for Didactics in U.S. Mathematics Education

Mathematics

David Pugalee¹  Michelle Stephan²  Jordan Register³ 

[1] Center for Science, Technology, Engineering, and Mathematics Education, University of North Carolina at Charlotte, North Carolina, NC 28223, USA;Department of Middle, Secondary, and K-12 Education, University of North Carolina at Charlotte, North Carolina, NC 28223, USA;Departments of Mathematics and Statistics and Middle, Secondary, and K-12 Education, University of North Carolina at Charlotte, North Carolina, NC 28223, USA;

关键词: didactics;    mathematics;    ethics;    equity;    U.S. design research;    data science;   

DOI  :  10.3390/math9080799

来源: DOAJ

【 摘 要 】

In this article we analyze the current state of the didactics of mathematics in the U.S. as it relates to research on equity. The sociopolitical turn in U.S. mathematics education resulted in a push for critical mathematics pedagogies (CMPs) in which predominantly marginalized populations of students explore social injustices through mathematics. We argue that mathematics education for equity must access broader populations of students and develop students’ ethical reasoning skills to build an ethical and equitable future. To address didactical limitations in U.S. mathematics education, we introduce the Ethical Reasoning in Mathematics Framework (ERiM) as a tool to analyze high school students’ ethical reasoning in real-world mathematics tasks. Using data from the initial phase of a Design Research project with students of privilege, we show how the ERiM Framework can be used to design lessons that elicit students’ critical math consciousness (CMC). We end the article with design implications and recommendations for future research on the didactics of equitable mathematics.

【 授权许可】

Unknown