Conditions for linking school mathematics and moral education: A case study |
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Authors: | Thomas Falkenberg Andrew Noyes |
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Affiliation: | 1. 230 Education Building, University of Manitoba, Winnipeg, MB R3T 2N2, Canada;2. University of Nottingham, School of Education, Jubilee Campus, Wollaton Road, Nottingham NG8 1BB, UK |
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Abstract: | In recent years the mathematics education research community has undergone a social turn towards a greater interest in the values and broader educational purposes of mathematics education, including issues of social justice and citizenship education. Building on these developing interests, this paper presents a conceptual framework that links the teaching of school mathematics with moral education. Then, in a case study involving two countries, England and Canada, this framework is used to explore the affordances and constraints faced by mathematics teachers in those countries if they want to intentionally practice moral education in the classroom. |
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Keywords: | Mathematics education Moral education Mathematics education in Canada Mathematics education in England Comparative education |
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