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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

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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.

Item Type:	Article
RIS ID:	https://nottingham-repository.worktribe.com/output/1012022
Additional Information:	NOTICE: this is the author’s version of a work that was accepted for publication in Teaching and Teacher Education. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Teaching and Teacher Education, 26(4), (2010), doi: 10.1016/j.tate.2009.10.036
Keywords:	Mathematics education; Moral education; Mathematics education in Canada; Mathematics education in England; Comparative education
Schools/Departments:	University of Nottingham, UK > Faculty of Social Sciences > School of Education
Identification Number:	https://doi.org/10.1016/j.tate.2009.10.036
Depositing User:	Noyes, Andrew
Date Deposited:	08 Dec 2014 00:35
Last Modified:	04 May 2020 20:25
URI:	https://eprints.nottingham.ac.uk/id/eprint/27789

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