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Ethical Dilemmas and Professional Judgment as a Pathway to Inclusion and Equity in Mathematics Teaching

Artigo2024

Helena Roos ORCID; Anette Bagger ORCID

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Resumo

This study focuses on ethical dilemmas that arise in moments of inclusion and equity in mathematics teaching and how they might be tackled through teachers' professional judgment. Skovsmose's inclusive landscapes of investigation approach was used to design the study and to collect teachers' joint reflections on moments of inclusion and equity in their teaching. Ethical dilemmas and professional judgment were the analytical foci for a qualitative thematic content analysis. Three explorative workshops were held with two teams of teachers from two schools in Sweden. The analysis identified three themes of ethical dilemma, and ways in which these were responded to by teachers' professional judgment: (1) dilemmas of diversity and acting justly; (2) dilemmas of resources and allocating them fairly; (3) dilemmas of values and recognising diversity. We conclude that mathematics teachers' professional judgments involve showing bravery, going outside of the norm, negotiating values and duties, listening to the students, and throughout this, engaging in collegial learning in the best interests of the learner.

Dados da obra

Tipo
Artigo
Periódico
ZDM: Mathematics Education, v. 56, n. 3, p. 435-446
Editora
Springer Science+Business Media
Ano
2024 (2024-01-12)
Idioma
en
Palavras-chave
Ethics; Equal Education; Mathematics Instruction; Inclusion; Teacher Attitudes; Decision Making; Professional Autonomy; Student Diversity; Resource Allocation; Teacher Student Relationship; Teaching Methods; Foreign Countries; ethical dilemmas; professional judgment; inclusive mathematics teaching; educational equity; diversity in mathematics education; teacher values; collegial learning; teacher reflection
Temas
Inclusão
DOI
10.1007/s11858-023-01540-0
ISSN
1863-9690, 1615-679X, 1863-9704
Licença
cc-by
Acesso
Acesso aberto
Fontes
ERIC — Education Resources Information Center; OpenAlex
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
ROOS, Helena; BAGGER, Anette. Ethical Dilemmas and Professional Judgment as a Pathway to Inclusion and Equity in Mathematics Teaching. ZDM: Mathematics Education, v. 56, n. 3, p. 435-446, 2024. DOI: https://doi.org/10.1007/s11858-023-01540-0.

APA

Roos, H., & Bagger, A. (2024). Ethical Dilemmas and Professional Judgment as a Pathway to Inclusion and Equity in Mathematics Teaching. ZDM: Mathematics Education, 56(3), 435-446. https://doi.org/10.1007/s11858-023-01540-0

BibTeX
@article{roos2024,
  author = {Roos, Helena and Bagger, Anette},
  title = {Ethical Dilemmas and Professional Judgment as a Pathway to Inclusion and Equity in Mathematics Teaching},
  year = {2024},
  journal = {ZDM: Mathematics Education},
  volume = {56},
  number = {3},
  pages = {435-446},
  publisher = {Springer Science+Business Media},
  doi = {10.1007/s11858-023-01540-0},
  language = {en}
}
RIS
TY  - JOUR
AU  - Roos, Helena
AU  - Bagger, Anette
TI  - Ethical Dilemmas and Professional Judgment as a Pathway to Inclusion and Equity in Mathematics Teaching
PY  - 2024
JO  - ZDM: Mathematics Education
VL  - 56
IS  - 3
SP  - 435
EP  - 446
DO  - 10.1007/s11858-023-01540-0
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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