No abstract

This paper discusses an approach to mathematics education based on the concept of ethical responsibility. It argues that an ethical approach to mathematics teaching lays the theoretical foundations for social justice concerns in the discipline. The paper develops a particular understanding of ethical responsibility based on the writings of Emanuel Levinas and discusses its implication for decision making on the curriculum and pedagogy in mathematics education. The paper argues that such an approach is consistent with a critical mathematics approach; however, it highlights the need to balance the concern about equity with that of quality. The paper concludes that this ethical stance, rather than being a normative criteria which dictates a particular line of action in different situations, it establishes a means to reflect on action and policy towards the achievement of more equitable access to high quality mathematics education.

This paper describes the conduct of, and acquired understandings from, a study designed to promote the professional growth of a group of beginning primary school teachers through participatory action research. The beginning teachers collaborated with university academic staff during the design and conduct of the study. A key component of the study was the formation of action research cells of participating teachers with each group focusing on particular aspects of teaching, for example, assessment, catering for gifted and talented students, and inclusivity in the classroom teaching program. The overall findings from the study, from the view of the university researchers, are presented and reflected upon in this paper. The implications of using action research for the professional growth of beginning teachers are also discussed.1

No abstract

The paper explores the background and implementation of a project in which school students researched the factors which affect the decision to remain at school or leave at 16. The two major concerns of the project were equity and access to higher education. It was the result of a collaboration between researchers from the University of Birmingham, school teachers and school students. A critique is offered of the method of students as researchers focusing upon five main issues, organisation, time, equity, research style and clashing cultures. 0141-1296/95/050561-15

No abstract

No abstract

No abstract