将“数学伦理”定位为一种数学伦理教育哲学
Situating "Ethics in Mathematics" as a Philosophy of Mathematics Ethics Education
AI总结：
本文从核心信息、目标群体与教育哲学出发，将“数学伦理”置于数学伦理教育版图中，并论证其与“社会正义数学”可形成互补关系。
摘要：
在本文中，我们将剑桥大学数学伦理项目所概述的“数学伦理”教育运动置于更广泛的数学伦理教育领域中。通过聚焦数学伦理所传达的核心信息、其目标群体和教育哲学，我们将其与“社会正义数学”以及 Paul Ernest 近期关于数学伦理的研究联系起来。我们的结论是，尽管数学伦理和社会正义数学乍看之下似乎相互对立，但它们可以被理解为互补而非相互竞争的教育策略。
英文摘要：
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.
机构、总结、中文摘要均由AI分析而来，可能存在错误，请以论文正文为准。
