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The Ethics of Mathematics: Is Mathematics Harmful?

  • Paul Ernest
Chapter
Part of the ICME-13 Monographs book series (ICME13Mo)

Abstract

In this chapter I challenge the idea that mathematics is an unqualified force for good. Instead I show the harm that learning mathematics can inadvertently cause unless it is taught and applied carefully. I acknowledge that mathematics is a widespread force for good but make the novel case that there is significant collateral damage caused by learning mathematics. I describe three ways in which mathematics causes collateral damage. First, the nature of pure of mathematics itself leads to styles of thinking that can be damaging when applied beyond mathematics to social and human issues. Second the applications of mathematics in society can be deleterious to our humanity unless very carefully monitored and checked. Third, the personal impact of learning mathematics on learners’ thinking and life chances can be negative for a minority of less successful students, as well as potentially harmful for successful students. I end with a recommendation for the inclusion of the philosophy and ethics of mathematics alongside its teaching all stages from school to university, to attempt to reduce or obviate the harm caused; the collateral damage of learning mathematics.

Keywords

Critical mathematics education Ethics Collateral damage Harm Instrumentalism Philosophy of mathematics 

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Authors and Affiliations

  1. 1.Graduate School of EducationUniversity of ExeterExeterUK

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