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Second International Handbook of Mathematics Education pp 441–470Cite as

Getting the Description Right and Making It Count: Ethical Practice in Mathematics Education Research

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Part of the book series: Springer International Handbooks of Education ((SIHE,volume 10))

Abstract

Building on the work on ethics in educational research in recent publications, we present a framework for ethical practice in mathematics education research. In particular, we discuss what are the implications of claiming or denying a particular piece of research as acceptable within the community. We argue that researchers must be aware for whom they advocate, thus making it count. We present a map with which researchers should engage the ethics of their practice, and we suggest that they must consider whether they are getting the description right.

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Author information

Authors and Affiliations

  1. University of the Witwatersrand, South Africa

    Jill Adler

  2. South Bank University, UK

    Stephen Lerman

Authors
  1. Jill Adler
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  2. Stephen Lerman
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Editor information

Editors and Affiliations

  1. Monash University, Australia

    Alan J. Bishop

  2. Universiti Brunei Darussalam, Brunei

    M. A. Clements

  3. Free University of Berlin, Germany

    Christine Keitel

  4. University of Georgia, Athens, USA

    Jeremy Kilpatrick

  5. The University of Hong Kong, Hong Kong

    Frederick K. S. Leung

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Adler, J., Lerman, S. (2003). Getting the Description Right and Making It Count: Ethical Practice in Mathematics Education Research. In: Bishop, A.J., Clements, M.A., Keitel, C., Kilpatrick, J., Leung, F.K.S. (eds) Second International Handbook of Mathematics Education. Springer International Handbooks of Education, vol 10. Springer, Dordrecht. https://doi.org/10.1007/978-94-010-0273-8_15

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  • DOI: https://doi.org/10.1007/978-94-010-0273-8_15

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