Skip to main content
SpringerLink
Log in

Quality and Equity in Mathematics Education as Ethical Issues

  • Chapter
  • First Online:
Mapping Equity and Quality in Mathematics Education

Abstract

This chapter discusses different constructions of the agendas of quality and equity in mathematics education that may lead to tension—if not conflict—between them that may lead to undesirable outcomes. The chapter presents an understanding of the two agendas based on the discourse of ethics. By using ethics as a foundation for both constructs, not only it is possible to argue that the two agendas are not contradictory, but also that they are both necessary for an ethical practice in mathematics education. Furthermore, since ethics is based on questions of what is good to do—and what is good to be, such a discussion could provide normative guidance to practice that allows us to act and reflect on our actions.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 169.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 219.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 219.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Notes

  1. 1.

    This chapter is based on my contribution to the Plenary Session 6 (Panel Debate on Equal Access to Mathematics Education) at the International Congress of Mathematics Education in Monterrey, Mexico in 2008.

  2. 2.

    That is, vegetarian mathematics—in contrast to the academic mathematics which is regarded as meaty (with apologies to the vegetarian readers!).

References

  • Apple, M. (2000). Between neoliberalism and neoconservatism: Education and conservatism in a global context. In N. Burbules & C. Torres (Eds.), Globalisation and education: Critical perspectives (pp. 57–78). New York: Routledge.

    Google Scholar 

  • Atweh, B. (2007). What is this thing called social justice and what does it have to do with us in the context of globalisation. The Philosophy in Mathematics Education, 21(2), 111–124.

    Google Scholar 

  • Atweh, B., & Brady, K. (2009). Socially response-able mathematics education: implications of an ethical approach. EURASIA Journal of Mathematics, Science and Technology Education, 5(3), 267–276.

    Google Scholar 

  • Atweh, B., & Keitel, C. (2007). Social justice in international collaborations. In B. Atweh, M. Borba, A. Calabrese Barton, N. Gough, C. Keitel, C. Vistro-Yu, & R. Vithal (Eds.), Internationalisation and globalisation in mathematics and science education (pp. 95–112). Dordrecht: Springer.

    Chapter  Google Scholar 

  • Burton, L. (Ed). (2003). Which way social justice in mathematics education? London: Praeger.

    Google Scholar 

  • Christie, P. (2005). Towards and ethics of engagement in education in global times. Australian Journal of Education, 49(3), 238–250.

    Google Scholar 

  • Cohen, R. (1986). Introduction. In R. Cohen (Ed.), Face to face with Levinas (pp. 1–12). New York: Sate University Press.

    Google Scholar 

  • Cohen, R. (2001). Ethics, exegesis and philosophy: Interpretations after Levinas. Cambridge: Cambridge University Press.

    Book  Google Scholar 

  • Cohen, R. (2005). Levinas, Plato and ethical exegesis. In J. Bloechl & J. Kosky (Eds.), Levinas Studies: An annual review (Vol. 1). Pittsburgh: Duquesne University Press.

    Google Scholar 

  • Critchley, S. (2002). Introduction. In S. Critchley & R. Bernasconi (Eds.), The Cambridge companion to Levinas. Cambridge: Cambridge University Press.

    Chapter  Google Scholar 

  • Dahlberg, G., & Moss, P. (2005). Ethics and politics in early childhood education. London: Routledge-Falmer.

    Google Scholar 

  • Dahlberg, G., Moss, P., & Pence, A. (1999). Beyond quality in early childhood education and care: Postmodern perspectives. London: Falmer Press.

    Google Scholar 

  • Foucault, M. (1984). Madness and civilization: A history of insanity in the age of reason. London: Vintage Publishing.

    Google Scholar 

  • Fensham, P. (2008). Context or culture: Cam TIMSS and pisa teach us about what determines educational achievement in science. In B. Atweh, M. Borba, A. Barton, N. Gough, C. Keitel, C. Vistro-Yu, & R. Vithal (Eds.), Internationalisation and globalisation in mathematics and science education (pp. 151–172). Dordrecht: Springer.

    Google Scholar 

  • Fraser, N. (1995). From redistribution to recognition: Dilemmas of justice in a postsocialist society. New Left Review, July–August, 68–93.

    Google Scholar 

  • Fraser, N. (1997). Justice interruptus: Critical reflections on “postsocialist” condition. New York: Routledge.

    Google Scholar 

  • Fraser, N., & Honneth, A. (2003). Redistribution or recognition? A political-philosophical exchange. London: Verso.

    Google Scholar 

  • Gough, N. (2006). Quality imperialism in higher education: A global empire of the mind? Critical Perspectives on Communication, Culture and Policy Studies, 25(2), 1–15.

    Google Scholar 

  • Groundwater-Smith, S. (2007). Ethics in practitioner research: An issue of quality. Research Papers in Education, 22(2), 199–211.

    Article  Google Scholar 

  • Gutstein, E. (2006). Reading and writing the world with mathematics: Toward a pedagogy for social justice. London: Routledge.

    Google Scholar 

  • International Bureau of Education. (2005). Quality education for all young people. Geneva: UNESCO

    Google Scholar 

  • Jurdak, M. (1999). The role of values in mathematics education. Humanistic Mathematics Network Journal, (21), 39–45.

    Google Scholar 

  • Juter, K. (2006). Limits of functions as they developed in time and as students learn them today. Mathematical Thinking and Learning, 8(4), 407–431.

    Article  Google Scholar 

  • Kuku, A. (1995). Mathematics education in Africa in relation to other countries. In R. Hunting, G. Fitzsimons, P. Clarkson, & A. Bishop (Eds.), Regional collaboration in mathematics education (pp. 403–423). Melbourne: Monash University.

    Google Scholar 

  • Levinas, E. (1969). Totality and infinity: An essay on exteriority (trans: Lingis, A). Pittsburgh: Duquesne University Press.

    Google Scholar 

  • Levinas, E. (1997). Otherwise than being or beyond essence (trans: Lingis, A.). Pittsburgh: Duquesne University Press.

    Google Scholar 

  • Luke, A. (1999). Why equity and social justice still matter but differently. Paper prepared for the Education Queensland online conference. Brisbane, Department of Education, Training and the arts. education.qld.gov.au/corporate/newbasics/docs/onlineal.doc. Accessed 9 Oct 2008.

  • McGaw, B. (2004). Australian mathematics learning in an international context. Keynote address to the Mathematics Education Research Group of Australasia conference Townsville, Australia. http://www.merga.net.au/documents/keynote32004.pdf. Accessed 5 Oct 2009.

  • Mark, E. (2008). Leaving no child behind yet allowing none too far ahead: Ensuring (in)equity in mathematics education through the science of measurement and instruction. Teachers College Record, 110(6), 1330–1356.

    Google Scholar 

  • Newmann, F. & Associates (1996). Authentic achievement: Restructuring schools for intellectual quality. San Francisco: Jossey Bass.

    Google Scholar 

  • Neyland, J. (2004). Towards a postmodern ethics of mathematics education. In M. Walshaw (Ed.), Mathematics education within the postmodern (pp. 55–73). Charlotte: Information Age Publishing.

    Google Scholar 

  • Ortiz-Franco, L., & Flores, W. (2001). Sociocultural considerations and Latino mathematics achievement: A critical review. In B. Atweh, H. Forgasz, & B. Nebres (Eds.), Sociocultural research on mathematics education: An international perspective (pp. 233–253). New Jersey: Lawrence Erlbaum.

    Google Scholar 

  • Popkewitz, T. (2004). The Alchemy of the mathematics curriculum: Inscriptions and the fabrication of the child. American Educational Research Journal, 41(1), 3–34.

    Article  Google Scholar 

  • Puka, B. (2005). Teaching ethical excellence: Artful response-ability, creative integrity, character opus. Liberal Education, 91(3), 22–25.

    Google Scholar 

  • Roth, W. R. (2007). Solidarity and the ethics of collaborative research. In S. Ritchie (Ed.), Research collaboration: Relationships and Praxis (pp. 27–42). Rotterdam: Sense Publishers.

    Google Scholar 

  • Secada, W. (1989). Equity in education. Philadelphia: Falmer.

    Google Scholar 

  • Simmons, W. (1999). The third: Levinas’ theoretical move from an-archical ethics to the realm of justice and politics. Philosophy and Social Criticism, 25(6), 83–104.

    Google Scholar 

  • Skovsmose, O. (2005). Critical mathematics education for the future. Working Papers on Learning 2. Department of Education and Learning. Denmark: Aalborg University.

    Google Scholar 

  • Stack, M. (2006). Testing, Read All about It: Canadian Press Coverage of the PISA Results. Canadian Journal of Education, 29(1), 49–69.

    Google Scholar 

  • Woodrow, D. (2003). Mathematics, mathematics education and economic conditions. In A. J. Bishop, M. A. Clements, C. Keitel, J. Kilpatrick, & F. K. S. Leung (Eds.), Second international handbook of mathematics education (pp. 9–30). Dordrecht: Kluwer Academic Publishers.

    Chapter  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Science and Mathematics Education Centre, Curtin University, PO Box U1987, 6845, Perth, WA, Australia

    Bill Atweh

Authors
  1. Bill Atweh
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Bill Atweh .

Editor information

Editors and Affiliations

  1. Curtin University of Technology, Perth, West Australia, Australia

    Bill Atweh

  2. University of the Witwatersrand, Witwatersrand, 2050, South Africa

    Mellony Graven

  3. College of Arts and Science, University, Miami, 45056, USA

    Walter Secada

  4. Dept. Education, Learning &, Philosophy, Aalborg University, Fibigerstraede 10, Aalborg, 9220, Denmark

    Paola Valero

Rights and permissions

Reprints and permissions

Copyright information

© 2010 Springer Science+Business Media B.V.

About this chapter

Cite this chapter

Atweh, B. (2010). Quality and Equity in Mathematics Education as Ethical Issues. In: Atweh, B., Graven, M., Secada, W., Valero, P. (eds) Mapping Equity and Quality in Mathematics Education. Springer, Dordrecht. https://doi.org/10.1007/978-90-481-9803-0_5

Download citation

Publish with us

Policies and ethics

Search

Navigation