International Electronic Journal of Mathematics Education

International Electronic Journal of Mathematics Education Indexed in ESCI
Critical Mathematics Education: Recognizing the Ethical Dimension of Problem Solving
APA
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. https://doi.org/10.29333/iejme/220
AMA
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. https://doi.org/10.29333/iejme/220
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. https://doi.org/10.29333/iejme/220
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. https://doi.org/10.29333/iejme/220
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. https://doi.org/10.29333/iejme/220
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):79-95. https://doi.org/10.29333/iejme/220

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.

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