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An innovative proposal for the inclusion of moral values in mathematics teaching

机译：在数学教学中纳入道德价值的创新建议

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The aim of this article is twofold: 1) to document the design of an innovative teaching sequence that links problems related to the concept of piecewise function with questions involving moral dilemmas; 2) to analyze how middle school students (17-18 years old) establish a relationship between the mathematical concept and specific moral values when responding to the dilemmas. The methodology used was drawn on considerations of a socio-formal approach to the learner. The analysis was made on the basis of students' written and spoken discourse during the classroom. Results indicate that, in responding to dilemmas, students manage to manipulate the concept of piecewise function not only in terms of its mathematical meaning, but also of its moral value. We conclude that the didactic sequence may help to organize a more comprehensive teaching for mathematics students.
机译：本文的目的是双重组合：1）记录创新教学序列的设计，这些教学序列与涉及道德困境的问题的概念联系起来的问题; 2）分析中学生如何（17-18岁）在响应困境时建立数学概念和特定道德价值之间的关系。 用于对学习者的社会正式方法的考虑来绘制的方法。 在课堂上的学生书面和口语话语的基础上进行了分析。 结果表明，在回应困境中，学生不仅根据其数学意义来操纵分段功能的概念，也可以处理其道德价值。 我们得出结论，教学序列可能有助于为数学学生组织更全面的教学。

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