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 article reports on the first stage of a study that uses Young People as Researchers methodology to investigate the phenomenon of middle-year student disengagement. The study obtains student perspectives on the meanings of engagement and disengagement using a variety of innovative research methods. The first stage of the study focused on a two-day workshop giving students and teachers an overview of the project and providing training and experience in conducting research in their schools. The process employed by the study provides spaces and resources for critical thinking and encourages imaginative responses to the real life problems confronting the students and their peers and affecting their educational engagement. This article describes ways in which engagement is viewed both theoretically and through the empirical work of the student researchers, and how various applications of ‘disciplined imagination’ connect with methods of investigating and understanding engagement.
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