Conditions for linking school mathematics and moral education: a case study
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 pape...
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| Format: | Article |
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Elsevier
2010
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| Online Access: | https://eprints.nottingham.ac.uk/27789/ |
| _version_ | 1848793440086654976 |
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| author | Falkenberg, Thomas Noyes, Andrew |
| author_facet | Falkenberg, Thomas Noyes, Andrew |
| author_sort | Falkenberg, Thomas |
| building | Nottingham Research Data Repository |
| collection | Online Access |
| description | 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. |
| first_indexed | 2025-11-14T19:00:20Z |
| format | Article |
| id | nottingham-27789 |
| institution | University of Nottingham Malaysia Campus |
| institution_category | Local University |
| last_indexed | 2025-11-14T19:00:20Z |
| publishDate | 2010 |
| publisher | Elsevier |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | nottingham-277892020-05-04T20:25:04Z https://eprints.nottingham.ac.uk/27789/ Conditions for linking school mathematics and moral education: a case study Falkenberg, Thomas Noyes, Andrew 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. Elsevier 2010-05 Article PeerReviewed Falkenberg, Thomas and Noyes, Andrew (2010) Conditions for linking school mathematics and moral education: a case study. Teaching and Teacher Education, 26 (4). pp. 949-956. ISSN 0742-051X Mathematics education; Moral education; Mathematics education in Canada; Mathematics education in England; Comparative education http://www.sciencedirect.com/science/article/pii/S0742051X09002340 doi:10.1016/j.tate.2009.10.036 doi:10.1016/j.tate.2009.10.036 |
| spellingShingle | Mathematics education; Moral education; Mathematics education in Canada; Mathematics education in England; Comparative education Falkenberg, Thomas Noyes, Andrew Conditions for linking school mathematics and moral education: a case study |
| title | Conditions for linking school mathematics and moral education: a case study |
| title_full | Conditions for linking school mathematics and moral education: a case study |
| title_fullStr | Conditions for linking school mathematics and moral education: a case study |
| title_full_unstemmed | Conditions for linking school mathematics and moral education: a case study |
| title_short | Conditions for linking school mathematics and moral education: a case study |
| title_sort | conditions for linking school mathematics and moral education: a case study |
| topic | Mathematics education; Moral education; Mathematics education in Canada; Mathematics education in England; Comparative education |
| url | https://eprints.nottingham.ac.uk/27789/ https://eprints.nottingham.ac.uk/27789/ https://eprints.nottingham.ac.uk/27789/ |