Quality and Equity in Mathematics Education as Ethical Issues

Društveni aspekti matematičkog obrazovanja

“…Različiti autori ukazuju na specifičnu ulogu matematičkog obrazovanja u ovome (Niss, 1994;Skovsmose, 1998;Ball, Goffney i Bass, 2005). U suvremenim razmatranjima uloge i svrhe matematičkog obrazovanja postoji stav da jedan od osnovnih ciljeva matematičkog obrazovanja treba biti osposobljavanje mladih za sudjelovanje u pluralističkom i demokratskom društvu (Niss, 2003;Ball, Goffney i Bass, 2005;Keitel, 2006;Atweh, 2011). Ovakvo naglašeno društveno tretiranje matematičkog obrazovanja umnogome duguje činjenici što se u suvremenom tehnološki strukturiranom kontekstu, društveni, politički i ekonomski interesi sve češće uobličava-ju »matematičkim jezikom« (Skovsmose, 1998).…”

“…Usprkos opisanom novom »konsenzusu« o važnosti obrazovanja u globalnoj postindustrijskoj ekonomiji , kritičari upozoravaju da ne bi trebalo govoriti o izravnoj povezanosti obrazovanja i ekonomske produktivnosti bez da se uzmu u obzir posredujući faktori (Karabel i Halsey, 1977;Chabbott i Ramirez, 2000;Atweh, 2011). Takav posredujući faktor može npr.…”

Equity, Diversity, Social Justice and Ethics in Mathematics Education

“…Atweh (2011), using the construct of ethics, argued for an approach to mathematics education that focused on quality and equity. The post-ontological philosophical writings of Levinas have been influential in the re-introduction of ethics within philosophy by establishing ethics as the "First Philosophy".…”

“…Secondly, a focus on ethical responsibility establishes social justice concerns as a moral obligation, rather than charity, good will or convenient politics. Based on a presentation from the Key Panel at the International Congress in Mathematics Education in Monterrey, Mexico in 2008, Atweh (2011 reconstructed the two international agendas of quality and equity in mathematics education on the construct of ethical responsibility. Atweh and Brady (2009) described Socially Response-able Mathematics Education as a means to reform teaching of mathematics in middle-school.…”

El deseo de acceso y equidad en la educación matemática

“…Dada la extensión de la literatura, en este momento es imposible dar cuenta exhaustiva de ella. Para más detalles, el lector puede dirigirse a recopilaciones sobre este tema (Atweh, Graven, Secada, y Valero, 2011;Forgasz y Rivera, 2012;Giménez, Díez-Palomar, y Civil, 2007;Jurdak, Vithal, Freitas, Gates y Kollosche, 2016;Keitel, 2013;. A continuación, esbozaré dos posiciones distintas que es posible identificar frente a mi pregunta y haré explícita la racionalidad de estas posiciones.…”