论文标题
将“数学伦理”作为数学伦理教育哲学
Situating "Ethics in Mathematics" as a Philosophy of Mathematics Ethics Education
论文作者
论文摘要
在本文中，我们在数学伦理教育的更广泛领域中概述了剑桥大学数学伦理学项目概述的“数学伦理学”的教育运动。通过关注数学伦理，其目标群体和教育哲学的核心信息，我们将其与“社会正义数学”以及保罗·欧内斯特（Paul Ernest）的最新数学伦理学作品建立了联系。我们得出的结论是，尽管乍看之下，数学和数学的伦理学都显得对抗，但它们可以被理解为互补而不是竞争的教育策略。
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.
