Titlebook: Ethics and Mathematics Education; The Good, the Bad an Paul Ernest Book 2024 The Editor(s) (if applicable) and The Author(s), under exclusi

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https://doi.org/10.1007/978-3-540-49720-2cation researchers to introduce a postmodern ethics, these attempts fall short. How, then, does a postmodern, ethical mathematics education research look? If we tentatively hold a Foucauldian ethics as the conscious practice of freedom as one such postmodern ethical approach, the question becomes: h

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https://doi.org/10.1007/978-3-658-01128-4nces in new form rather than actually eschewing those violences. In this chapter, we argue that genuine growth for our research and pedagogical community necessitates a re-envisioning of the fundamental axio-onto-epistemic hierarchies we tend to take for granted, beginning with a recentering of Axio

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https://doi.org/10.1007/978-3-662-60855-5esticated in the image of calculated practices based on mathematics-economic-techno-scientific rationalities in modern societies. Here, mathematics (whether pure or applied) has become a dominant discipline that could act as a pedagogical tool for creating not only the conditions for the modern soul

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Harry Bouwman,Henny Vos,Timber Haaker, necessity, compulsion and submission. Schooling is compulsory almost everywhere as is mathematics. What is the ethical basis of universal schooling and the imposition of mathematical study within it? General areas of authority in schooling and mathematics teaching can be identified at several leve

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Mobile Services for Toy Computingbe when envisioned from the perspective of Lacanian psychoanalysis. The psychoanalytic perspective explored here conceives of modern school/institutional mathematics (. as termed by Baldino & Cabral, .) as both a psychotic structure and The Thing in the educational environment; thus, the pedagogical