Ethical Dilemmas and Professional Judgement: Considering Educational Assessment in Mathematics
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Publisher
Springer Nature Switzerland
Link
https://link.springer.com/content/pdf/10.1007/978-3-031-58683-5_19
Reference74 articles.
1. Abtahi, Y. (2022). What if I was harmful? Reflecting on the ethical tensions associated with teaching the dominant mathematics. Educational Studies in Mathematics, 110(1), 149–165. https://doi.org/10.1007/s10649-021-10117-1
2. Agarwal, P., & Sengupta-Irving, T. (2019). Integrating power to advance the study of connective and productive disciplinary engagement in mathematics and science. Cognition and Instruction, 37(3), 1–18. https://doi.org/10.1080/07370008.2019.1624544
3. Alm, F., & Colnerud, G. (2015). Teachers’ experiences of unfair grading. Educational Assessment, 20(2), 132–150. https://doi.org/10.1080/10627197.2015.1028620
4. Atweh, B. (2012). Mathematics education and democratic participation between the critical and the ethical: A socially response-able approach. In O. Skovsmose & B. Greer (Eds.), Opening the cage: Critique and politics of mathematics education (pp. 325–341). Sense Publishers. https://doi.org/10.1007/978-94-6091-808-7_17
5. Atweh, B., & Brady, K. (2009). Socially response-able mathematics education: Implications of an ethical approach. Eurasia Journal of Mathematics, Science & Technology Education, 5(3), 267–276. https://doi.org/10.12973/ejmste/75278
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