Ethical Reasoning in Mathematics: New Directions for Didactics in U.S. Mathematics Education
In this article we analyze the current state of the didactics of mathematics in the U.S. as it relates to research on equity. The sociopolitical turn in U.S. mathematics education resulted in a push for critical mathematics pedagogies (CMPs) in which predominantly marginalized populations of student...
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| Format: | Article |
| Language: | English |
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MDPI AG
2021-04-01
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| Series: | Mathematics |
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| Online Access: | https://www.mdpi.com/2227-7390/9/8/799 |
| _version_ | 1797538563299999744 |
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| author | Jordan Register Michelle Stephan David Pugalee |
| author_facet | Jordan Register Michelle Stephan David Pugalee |
| author_sort | Jordan Register |
| collection | DOAJ |
| description | In this article we analyze the current state of the didactics of mathematics in the U.S. as it relates to research on equity. The sociopolitical turn in U.S. mathematics education resulted in a push for critical mathematics pedagogies (CMPs) in which predominantly marginalized populations of students explore social injustices through mathematics. We argue that mathematics education for equity must access broader populations of students and develop students’ ethical reasoning skills to build an ethical and equitable future. To address didactical limitations in U.S. mathematics education, we introduce the Ethical Reasoning in Mathematics Framework (ERiM) as a tool to analyze high school students’ ethical reasoning in real-world mathematics tasks. Using data from the initial phase of a Design Research project with students of privilege, we show how the ERiM Framework can be used to design lessons that elicit students’ critical math consciousness (CMC). We end the article with design implications and recommendations for future research on the didactics of equitable mathematics. |
| first_indexed | 2024-03-10T12:33:13Z |
| format | Article |
| id | doaj.art-cb4ee34a8c804d439f9b5b12026e9572 |
| institution | Directory Open Access Journal |
| issn | 2227-7390 |
| language | English |
| last_indexed | 2024-03-10T12:33:13Z |
| publishDate | 2021-04-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Mathematics |
| spelling | doaj.art-cb4ee34a8c804d439f9b5b12026e95722023-11-21T14:31:52ZengMDPI AGMathematics2227-73902021-04-019879910.3390/math9080799Ethical Reasoning in Mathematics: New Directions for Didactics in U.S. Mathematics EducationJordan Register0Michelle Stephan1David Pugalee2Departments of Mathematics and Statistics and Middle, Secondary, and K-12 Education, University of North Carolina at Charlotte, North Carolina, NC 28223, USADepartment of Middle, Secondary, and K-12 Education, University of North Carolina at Charlotte, North Carolina, NC 28223, USACenter for Science, Technology, Engineering, and Mathematics Education, University of North Carolina at Charlotte, North Carolina, NC 28223, USAIn this article we analyze the current state of the didactics of mathematics in the U.S. as it relates to research on equity. The sociopolitical turn in U.S. mathematics education resulted in a push for critical mathematics pedagogies (CMPs) in which predominantly marginalized populations of students explore social injustices through mathematics. We argue that mathematics education for equity must access broader populations of students and develop students’ ethical reasoning skills to build an ethical and equitable future. To address didactical limitations in U.S. mathematics education, we introduce the Ethical Reasoning in Mathematics Framework (ERiM) as a tool to analyze high school students’ ethical reasoning in real-world mathematics tasks. Using data from the initial phase of a Design Research project with students of privilege, we show how the ERiM Framework can be used to design lessons that elicit students’ critical math consciousness (CMC). We end the article with design implications and recommendations for future research on the didactics of equitable mathematics.https://www.mdpi.com/2227-7390/9/8/799didacticsmathematicsethicsequityU.S. design researchdata science |
| spellingShingle | Jordan Register Michelle Stephan David Pugalee Ethical Reasoning in Mathematics: New Directions for Didactics in U.S. Mathematics Education Mathematics didactics mathematics ethics equity U.S. design research data science |
| title | Ethical Reasoning in Mathematics: New Directions for Didactics in U.S. Mathematics Education |
| title_full | Ethical Reasoning in Mathematics: New Directions for Didactics in U.S. Mathematics Education |
| title_fullStr | Ethical Reasoning in Mathematics: New Directions for Didactics in U.S. Mathematics Education |
| title_full_unstemmed | Ethical Reasoning in Mathematics: New Directions for Didactics in U.S. Mathematics Education |
| title_short | Ethical Reasoning in Mathematics: New Directions for Didactics in U.S. Mathematics Education |
| title_sort | ethical reasoning in mathematics new directions for didactics in u s mathematics education |
| topic | didactics mathematics ethics equity U.S. design research data science |
| url | https://www.mdpi.com/2227-7390/9/8/799 |
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