Towards Mathematics Education as Part of Ethical Citizenship Under COVID-19

Abstract

Mathematics is becoming increasingly influential in formatting social systems in modern societies. When mathematics (as an application) is integrated into social systems, it not only describes them but can also transform/regulate them. This paper presents some ethical consequences of nexus of mathematics with social systems specially as a reflexive response to COVID-19 (with its increasingly changing landscape of its mutations) situation that we are experiencing now. The consequences of these decision-makings based on mathematically formatted structures on both social systems and on individual levels will be related to social, political, and ethical perspectives. This brings implications for how ethical citizenship within a democratic polity can critically engage with mathematically formatted structures such as reasoning based on mathematical models enlisted within social systems. In other words: how can we conceive of mathematics education as part of ethical citizenship under COVID-19 so that social justice principles can be foregrounded and practised in all spheres of life?