For some time now the beliefs, attitudes and emotions of preservice primary teachers towards mathematics have been seen as problematic in their development as teachers of mathematics. In response, mathematics educators have changed their preservice courses to attend to these affective qualities. These changes have required mathematics educators to undertake different roles. The focus upon affective reform has given rise to a number of moral and ethical issues, and in this paper these concerns are discussed. The discussion concludes with a call for mathematics educators to give more overt attention to the ethical dilemmas that are inherent in mathematics education courses that have an affective dimension.
|Title of host publication||MERGA 29|
|Subtitle of host publication||Identities, cultures and learning spaces|
|Editors||Peter Grootenboer, Robyn Zevenbergen, Mohan Chinnappan|
|Place of Publication||Adelaide, Australia|
|Number of pages||8|
|Publication status||Published - 2006|
|Event||Mathematics Education Research Group of Australasia (MERGA) Conference 2006 - Rydges Lakeside Hotel, Canberra, Australia|
Duration: 01 Jul 2006 → 05 Jul 2006
https://merga.net.au/Public/Publications/Annual_Conference_Proceedings/2006_MERGA_CP.aspx (conference proceedings)
|Conference||Mathematics Education Research Group of Australasia (MERGA) Conference 2006|
|Abbreviated title||Identities, Cultures and Learning Spaces|
|Period||01/07/06 → 05/07/06|
Grootenboer, P. (2006). Mathematics Educators: Identity, Beliefs, Roles and Ethical Dilemmas. In P. Grootenboer, R. Zevenbergen, & M. Chinnappan (Eds.), MERGA 29: Identities, cultures and learning spaces (Vol. 1, pp. 270-277). MERGA Inc.