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Research in Mathematics Education in Australasia 2008–2011 pp 39–65Cite as

Equity, Diversity, Social Justice and Ethics in Mathematics Education

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Abstract

The basic research premise of this chapter is that students experience the education of mathematics differently, based on their learning opportunities and achievements that depend on the social context of their families and the schools they attend. Often such 'background' factors are associated with disadvantage, marginalisation, disengagement, and exclusion from the study of mathematics. There is also a heavy economic, social and political cost for the students individually, their communities and the broader society. Along with international efforts to increase the quality of the mathematics experience for school students, concerns about making mathematics education accessible to all students continues to provide a major focus for much research in the discipline, and a challenge for policy statements and initiatives as well as classroom practice.

Keywords

  • Social Justice
  • Mathematics Education
  • Mathematic Teacher
  • Mathematics Classroom
  • Professional Learning

These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Author information

Authors and Affiliations

  1. Science and Mathematics Education Centre, Curtin University, Bentley, Australia

    Bill Atweh

  2. School of Education, Deakin University, Warrnambool, Australia

    Colleen Vale

  3. School of Curriculum & Pedagogy, Massey University, Wellington, New Zealand

    Margaret Walshaw

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  1. Bill Atweh
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  2. Colleen Vale
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  3. Margaret Walshaw
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Editor information

Editors and Affiliations

  1. Research Institute for Professional Practice, Learning and Education, Charles Sturt University, Albury Wodonga, Australia

    Bob Perry

  2. Research Institute for Professional Practice, Learning and Education, Charles Sturt University, Wagga Wagga, Australia

    Tom Lowrie

  3. Research Institute for Professional Practice, Learning and Education, Charles Sturt University, Wagga Wagga, Australia

    Tracy Logan

  4. Research Institute for Professional Practice, Learning and Education, Charles Sturt University, Albury Wodonga, Australia

    Amy MacDonald

  5. Research Institute for Professional Practice, Learning and Education, Charles Sturt University, Wagga Wagga, Australia

    Jane Greenlees

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Atweh, B., Vale, C., Walshaw, M. (2012). Equity, Diversity, Social Justice and Ethics in Mathematics Education. In: Perry, B., Lowrie, T., Logan, T., MacDonald, A., Greenlees, J. (eds) Research in Mathematics Education in Australasia 2008–2011. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6091-970-1_4

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