Situating "Ethics in Mathematics" as a Philosophy of Mathematics Ethics Education

TL;DR

This paper analyzes the 'Ethics in Mathematics' educational movement, positioning it within the broader context of mathematics ethics education and exploring its relationship with social justice approaches.

Contribution

It situates 'Ethics in Mathematics' within the wider field of mathematics ethics education and clarifies its relation to social justice-oriented mathematics education.

Findings

Ethics in Mathematics and Mathematics for Social Justice can be complementary.

The paper clarifies the educational philosophy behind Ethics in Mathematics.

It relates the movement to broader ethics discussions in mathematics education.

Abstract

In this paper, we situate the educational movement of "Ethics in Mathematics," as outlined by the Cambridge University Ethics in Mathematics Project, in the wider area of mathematics ethics education. By focusing on the core message coming out of Ethics in Mathematics, its target group, and educational philosophy, we set it into relation with "Mathematics for Social Justice" and Paul Ernest's recent work on ethics of mathematics. We conclude that, although both Ethics in Mathematics and Mathematics for Social Justice appear antagonistic at first glance, they can be understood as complementary rather than competing educational strategies.