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. Abtahi, Y., & Barwell, R. (2019). Mathematical morality Tales: Mathematics education in Canadian newspapers. Canadian Journal of Science, Mathematics and Technology Education, 19(1), 48–60. https://doi.org/10.1007/s42330-019-00042-0
3. Abtahi, Y., Gøtze, P., Steffensen, L., Hauge, K. H., & Barwell, R. (2017). Teaching climate change in mathematics classroom: An ethical responsibility Philosophy of Mathematics Education Journal, 32. http://socialsciences.exeter.ac.uk/education/research/centres/stem/publications/pmej/pome32/Abtahietal-submitted.docx
4. Almeida, L., & Carreira, S. (2019). The configuration of mathematical modelling activities: A reflection on perspective alignment. Eleventh Congress of the European Society for Research in Mathematics Education. https://hal.archives-ouvertes.fr/hal-02408663
5. Atweh, B. (2013). Is the good a desire or an obligation? The possibility of ethics for mathematics education. Philosophy of mathematics Education Journal, 27. Retrieved from http://socialsciences.exeter.ac.uk/education/research/centres/stem/publications/pmej/pome27/i ndex.html