Mathematics teachers’ ethical decision-making approaches in instructional practices

Artigo2025

Mehmet Fatih Özmantar ORCID; Medine Coşkun ORCID; Ali Bozkurt ORCID

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Resumo

Abstract This paper investigates how mathematics teachers describe their ethical decision making related to instructional practices, drawing on frameworks that incorporate both rational and non-rational approaches. We employed a multiple-case study method, selecting three teachers as cases through criterion sampling. Data were collected via four consecutive in-depth semi-structured interviews across twelve scenarios designed to elicit teachers' ethical evaluations. The data were analysed through cross-case synthesis in two stages: first, a deductive content analysis of each case, followed by a comparative analysis across cases. Five key themes emerged: (1) the use of ethical and technical lenses, with technical considerations sometimes overshadowing ethical aspects; (2) the utilization of rational approaches, predominantly consequentialist and deontological; (3) the use of non-rational approaches, notably experience and obedience; (4) the coexistence of multiple rational approaches, which can lead to conflicts resolved either by the dominance of one approach or by the reconciliation of different perspectives; and (5) the concurrent emergence of rational and non-rational approaches, with non-rational evaluations potentially arising from a rational framework. We discuss the role of mathematics and its teaching/learning in teachers' ethical evaluations, the complexities of different decision-making approaches, and their co-emergence. Our findings provide foundational perspectives for developing an ethical decision-making model in mathematics education, which we outline and share.

Dados da obra

Tipo: Artigo
Periódico: Educational Studies in Mathematics, v. 119, n. 1, p. 117-144
Editora: Springer Science+Business Media
Ano: 2025 (2025-03-13)
Idioma: en
Palavras-chave: mathematics teachers; instructional practices; consequentialism; deontology; ethical decision-making models
DOI: 10.1007/s10649-025-10396-y
ISSN: 0013-1954, 1573-0816
Licença: cc-by
Acesso: Acesso aberto
Fontes: OpenAlex
Na Biblioteca desde: 01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
ÖZMANTAR, Mehmet Fatih; COŞKUN, Medine; BOZKURT, Ali. Mathematics teachers’ ethical decision-making approaches in instructional practices. Educational Studies in Mathematics, v. 119, n. 1, p. 117-144, 2025. DOI: https://doi.org/10.1007/s10649-025-10396-y.

APA

Özmantar, M. F., Coşkun, M., & Bozkurt, A. (2025). Mathematics teachers’ ethical decision-making approaches in instructional practices. Educational Studies in Mathematics, 119(1), 117-144. https://doi.org/10.1007/s10649-025-10396-y

BibTeX

@article{ozmantar2025,
  author = {Özmantar, Mehmet Fatih and Coşkun, Medine and Bozkurt, Ali},
  title = {Mathematics teachers’ ethical decision-making approaches in instructional practices},
  year = {2025},
  journal = {Educational Studies in Mathematics},
  volume = {119},
  number = {1},
  pages = {117-144},
  publisher = {Springer Science+Business Media},
  doi = {10.1007/s10649-025-10396-y},
  language = {en}
}

RIS

TY  - JOUR
AU  - Özmantar, Mehmet Fatih
AU  - Coşkun, Medine
AU  - Bozkurt, Ali
TI  - Mathematics teachers’ ethical decision-making approaches in instructional practices
PY  - 2025
JO  - Educational Studies in Mathematics
VL  - 119
IS  - 1
SP  - 117
EP  - 144
DO  - 10.1007/s10649-025-10396-y
LA  - en
ER  -

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