Mathematics Educators: Identity, Beliefs, Roles and Ethical Dilemmas
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For some time now the beliefs, attitudes and emotions of preservice primary teachers towards mathematics have been seen as problematic in their development as teachers of mathematics. In response, mathematics educators have changed their preservice courses to attend to these affective qualities. These changes have required mathematics educators to undertake different roles. The focus upon affective reform has given rise to a number of moral and ethical issues, and in this paper these concerns are discussed. The discussion concludes with a call for mathematics educators to give more overt attention to the ethical dilemmas that are inherent in mathematics education courses that have an affective dimension.
Identities cultures and learning spaces volume 1: Proceedings of the 29th Annual Conference of the Mathematics Education Research Group of Australasia
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