Application of Ethical Theories - 12285 Words

The role of ethical theories in ethical reasoning and behavior within organizations - Research proposal Sigalit Pasternak, Phd student The Faculty of Management Tel Aviv University Supervisor: Dr. Ishak Saporta Introduction Business ethics is a specialized branch of ethics focusing on how moral standards apply to business organizations and behavior (Velasques, 1998). As such, it cannot be understood separately from the general ideas of ethics, and the general ethical theories apply to business ethics as well (Hunt Vitell, 1986; Fritzsche Becker, 1984; Schumann, 2001; Lahdesnati, 2005). Normative ethical theory offers different moral theories, each prescribing a set of moral rules that individuals can apply in the process of deciding†¦show more content†¦Finally, most of the empirical research on the connection between ethical theories and ethical reasoning is carried out in separation from research on the ethical decision-making process. Although there is a consensus as to the role of important individual and contextual components on ethical decision making within organizations (for review, see Kish – Gephart, Harrison and Trevino, 2010 Meta analysis), relatively little is known about the effect of these components on ethical reasoning within organizations. The third objective of this research is to explore the link between different individual and environmental factors and the application of different ethical theories in ethical reasoning. The proposed research can generate a theoretical contribution to the literature on ethical decision making within organizations in several ways. First, the research attempts to resolve the differences in past research finding in regard to the role of ethical theories in ethical reasoning by examining the connection between the specific content and context of ethical dilemmas and the ethical rule or theory applied by individuals to explain their resolution. Secondly, itShow MoreRelatedThe Application Of Ethical Theories Essay1443 Words   |  6 PagesPASS THE INSPECTION: THE APPLICATION OF ETHICAL THEORIES TO AN ETHICAL DILEMA Discussion with Senior Enlisted Leader This is an instance of senior enlisted, who you should be able to trust, giving you bad advice. When the situation is hypothetical and not a pressing issue, it is easy to see that it would be wrong to allow the Chief to sign off on the maintenance checks. But in the moment, there are good reasons to have the checks signed off. Having the maintenance appear to be complete makes yourRead MoreEthical Theories and Application580 Words   |  2 Pagesï » ¿ETHICAL THEORIES AND APPLICATION Virtue Ethics Virtue ethics consider only the motivation of the acts and not whether or not they are consistent with rules or whether those acts result in benefit or harm to others (Hursthouse, 2003). For example, according to virtue ethics, a person who steals a loaf of bread because he has no money on him is acting ethically if his only motive for that act is to feed a starving person. That analysis differs from other forms of ethical analysis, such as utilitarianismRead MoreEthical Theories and Their Application Business2155 Words   |  9 Pagesorganisation’s corporate culture is supposed to be characterised by ethical behaviours for it to make decisions that are more likely to be socially responsible rather than motivated solely by making profits. Organisations that are committed to long term success recognise and realise that creating a culture where ethical behaviours are rewarded and encouraged is the ultimate key to survival and growth. This paper aims at outlining three ethical theories and to evaluate how business ethics have been violated inRead MoreCmp9500B Comprehensive Exam Solution1570 Words   |  7 PagesQuestion 1: Theory Theories play a vitally important role in guiding research and organizing and making sense of research findings. In spite of the great importance of theory-building and theory testing within your field of specialization, there is no generally accepted conception of what a theory is. Because your dissertation must contribute to theory, you must have a clear understanding of the variety of conceptions of theory, types of theories, and ways of contributing to theory and be ableRead MoreEthical Considerations When You Are Caring For Children And Teens?828 Words   |  4 PagesDiscuss ethical considerations when you are caring for children and teens? Nurses often encounter ethical and social dilemmas that affect individuals and families for whom they provide care. These situations may present more commonly when caring for the pediatric population. Nurses must know how to approach these issues in a knowledgeable and systematic way. Ethics involves defining the best course of action in a presented situation. Ethical reasoning is the analysis of what is morally rightRead MoreEthical Theories Are Different Ways People Can Analyze Ethics820 Words   |  4 PagesWhen a person decides to take action in an event, an ethical standard is most likely in his or her core. Different theories can be examined to study ethics and how they play into a person’s life. No matter what theory is at play, a person’s worldview will always impact his or her ethical standards. For example, an atheist may have a different view on homelessness than a Christian. The atheist and Christian will take different actions, when confronted, because of these worldviews. The study of whyRead MoreEthics And Code Of Ethics1043 Words   |  5 Pagescompetition which can be avoided. Moreover, different models have been developed to assist individuals to make the most ethical decision. For example, the Teleological theories model requires taking alternative which would produce best results. Ethics and code of ethics have various applications in real life, especially for organizations and business. The applications include, code of ethics acts as soft law, the principles set by a company apply to that specific company, they form a guidelineRead MoreTeleological Perspectives Are Based On Various Religious Principles And Moral Standards971 Words   |  4 PagesViews Teleological perspectives are based on various religious principles and moral standards. With numerous religions world-wide the application of teleological theories are virtually impossible to use in a broad sense. For example, many religions forbid medical care and in this case would nullify the situation all together. Pellegrino’s principles for the application of teleological morals to the use of modern medicine, allows for health care needs to be met without the compromise of one’s teleologicalRead MoreUtilitarianism And Utilitarianism887 Words   |  4 PagesUtilitarianism and Kantianism are some of the popular moral philosophical theories that have been used to deliberate on ethical matters in the society. The business world, systems of government, healthcare system, and other facets of the society are dependent on the provisions of these theories. Utilitarianism and Kantianism were developed by Jeremy Bentham and Immanuel Kant respectively. While these theorie s can be applied in a beneficial manner in a wide array of areas, it is clear that KantianismRead MoreThe Similarities and Differences Between Different Ethical Theories651 Words   |  3 PagesEthics: The main aim of any ethical theory is to do what is right and good since it involves moral rules or acting based on specific ethical values. In certain cases, the right and good as well as the ethical rules and values are sometimes common to various ethical theories. Even though ethical theories have different reasons for application, there is an overlap in these theories that result in similar conduct in an ethical situation. There are various ethical theories with differences on how they

Victory in the Civil War Free Essays

African Americans have had a long and painful encounter with subjugation, oppression and brutality. Their history is undeniably plagued with inhumane treatment and violence simply on the basis of their skin color. Man stooped to its lowest possible status when he began discriminating against people on color and race. We will write a custom essay sample on Victory in the Civil War or any similar topic only for you Order Now No single race has had as unfortunate a history as African Americans who were rudely denied their rights during slavery era and were arrogantly kept away from the same after emancipation. Many blacks were hopeful of a better life when Abraham Lincoln declared emancipation for every black slave in the country. However since he himself died soon after, Blacks faced an uphill task getting their due share of public place during Reconstruction and prior to the Civil Rights Movement in 1960s. Victory in the Civil War of 1860s had assured African-Americans that they would get equal rights in the United States which however was one promise that did not materialize for very long. African-Americans were looked down upon in the South and they did not even have the right to sit next to white people in public buses. In the South black people were required to sit at the back as front seats were reserved for whites. This was a highly unfair law, which caused humiliation to many blacks especially a professor named Jo Ann Robinson. Blacks who were desirous of equal rights started the civil rights movement in 1950s to uphold Thomas Jefferson’s democratic ideals, â€Å"We hold these truths to be self-evident, that all men are created equal; that they are endowed by their Creator with certain inalienable Rights; that among these are Life, Liberty, and the pursuit of Happiness. â€Å"[1]) Reconstruction should have been a time to rejoice and celebrate for blacks in the South. But that was not the case. Blacks suffered immensely at the hands of severe racial differences that plagued the country and had sharpened with the proclamation. The administration did little or nothing to ease the transition process. Frederick Douglass expressed his disappointment in these words: â€Å"You say you have emancipated us. You have; and I thank you for it. But what is your emancipation? When the Israelites were emancipated they were told to go and borrow of their neighbors—borrow their coin, borrow their jewels, load themselves down with the means of subsistence; after, they should go free in the land which the Lord God gave them†¦But when You turned us loose, you gave us no acres. You turned us loose to the sky, to the storm, to the whirlwind, and, worst, of all you turned us loose to the wrath of our infuriated masters. † A long series of struggles began when reconstruction failed to make the dream of liberty come true. Voting rights were not yet granted to blacks and to make matters worse racial segregation had not been abolished in schools and other departments. Racial segregation in schools was a major sign of discrimination because young generation of blacks who were born free was forced to encounter unfair treatment without their being any legal support for the same. Slavery was no longer there in practice but it could still be felt in such actions of the people. Discrimination on the basis of race was reflected by things such as black people riding at the back of the bus, racial segregation in school, equal and separate principle and no voting rights or job opportunities for blacks. Before 1950s, things were not even moving in the right direction. Everything was intensely unequal for blacks including access to education and jobs. But 1950s and following decades changed the fate of black community as more than a century after initial emancipation, they were finally given some of the civil rights they had dreamt of. But these rights were not offered on a silver platter. Blacks had to consistently fight for their rights and there were a series of court cases that upheld the democratic ideals and opened doors to more freedom and equality for blacks. One such prominent and irreplaceable in significance was the Brown vs. Board of Education case of 1954. There is no case in education board’s history that has played a more important role or has served as a bigger judicial turning point than this case. In the history of important cases, Brown vs. Board of Education occupies a top slot because of its impact not only on education system in the country but on the fate of African Americans in United States. It just changed the way Americans handled issue of human rights. In 1950s, racial segregation in schools was a norm. While schools were required to be equal in quality of education, they were also meant to be separate. It was found that even equality principle was not followed in spirit since most black schools offered education which inferior in quality. In 1849, a similar case Roberts vs. City of Boston surfaced to challenge the education system of racial segregation but nothing concrete came out of this. In fact Benjamin Roberts and other African American parents were denied the right to enroll their children in selected Boston schools. In other words, this case upheld racial segregation. A few years later, in 1855 segregation in schools was abolished by Massachusetts legislature. However it was more in theory than practice. In 1896 came the important case of Plessy v. Ferguson where United States Supreme Court called for separate but equal access to various facilities to African Americans. This landmark case however denied blacks a chance to achieve complete equality because based on this declaration; blacks were offered separate facilities in restaurants, public transport, hotels and education. Several other cases surfaced since the Roberts case in 1849 and by 1949 court had made little or no effort to strike down racial segregation. Brown vs. Board of Education case was filed from Kansas. Before this case, some eleven school cases had emerged between 1881 and 1949 in Kansas. None however managed to bring about any real change in school segregation system. In 1908, The National Association for the Advancement of Colored People (NAACP) was founded and this organization helped black people achieve equality by providing them with legal counsel and funding whenever needed. Linda Brown was a third grade student whose father Oliver Brown wanted to admit her to a white school in the neighborhood since Linda had to walk miles everyday to reach her black school. She was denied admission in the white school and this resulted in Brown seeking help from McKinley Burnett, the head of Topeka’s branch of the National Association for the Advancement of Colored People (NAACP). NAACP was more than willing to assist since they finally had the â€Å"the right plaintiff at the right time. â€Å"[2] In his testimony, Dr. Hugh W. Speer, an expert witness explained that segregation was unhealthy and unfair to black students: â€Å"†¦ if the colored children are denied the experience in school of associating with white children, who represent 90 percent of our national society in which these colored children must live, then the colored child’s curriculum is being greatly curtailed. The Topeka curriculum or any school curriculum cannot be equal under segregation. â€Å"[3] The case continued for several months and in May 1954, the court in its landmark decision struck down separate but equal clause and called for school integration. In his ruling Chief Justice Earl Warren said: â€Å"We conclude that in the field of public education the doctrine of ‘separate but equal’ has no place. Separate educational facilities are inherently unequal. Therefore, we hold that the plaintiffs and others similarly situated for whom the actions have been brought are, by reason of the segregation complained of, deprived of the equal protection of the laws guaranteed by the Fourteenth Amendment†. [4] The case was seen as a colossal step in the right direction as it gave more encouragement to civil rights movement which ultimately resulted in a much better world for the blacks. REFERENCES [1] Dr. Howard O. Lindsey, â€Å"A History of Black America†, pg. 34-35 [2] Edward W. Knappman, ed. , Great American Trials (Detroit: Visible Ink, 1994) 467. [3] Knappman 467. [4] Benjamin Munn Ziegler, ed. , Desegregation and the Supreme Court (Boston: D. C. Heath and Company, 1958) 78-79 How to cite Victory in the Civil War, Papers

Mathematising and Contextualising

Question: Discuss about the Mathematising and Contextualising. Answer: Critical Numeracy Critical Numeracy is a term that refers to the capability to make perceptive and keen judgemental decisions concerning the whole range of critical issues using mathematical ideas. Numeracy is the capability to use mathematics in analyzing critically every issue arising as a means of participating in the community as well as governance. This makes critical numeracy crucial when working on all critical issues to give it meaning and make it simpler. It works in conjunction with other literacy and lenses apart from the critical numeracy lens that includes; emotional, spiritual, ethical, aesthetic, historical, social and many others eventually building capacity for wise citizenship. This concept can be used to devise assessment of any question of study from the classroom to the various fields of study. Critical Numeracy builds the capacities of a person to ask a question about the meaning, validity, and usefulness of texts containing mathematical concepts. By applying numeracy lens, stude nts go deeper into a topic expanding on it and hence drawing more meaning out of statements of just figures (Mahmood, 2012). Mathematical tools such as averages help to give meaning to tabulated data, and by doing this, the researcher of the student can draw inferences from a research topic. Below is an example of how using a critical numeracy tools helps us understand and expound better on issues or information given; The following is the topic of an issue published in FACTACK, January 25th, 2017 by John Gramrich and Kim Parker; most officers say the media treat police unfairly. Just by reading the title, it's is not the clear proportion of the most police officers' and therefore this may be misleading or inaccurate (Askew, 2015). Before applying any critical numeracy tool, some steps must be followed; what are the terminologies being used in the context and what do they mean? For our case above it is worth noting terms like treat police unfairly' and try to figure out what they imply and their significance in the given context. What are the key mathematical concepts used in the text if any? At this stage, one should look out for any information given as figures, say, percentages or fractions. The next step is the meaning-making stage. In this stage the researcher should determine the following; what the next talks about. This refers to the topic under considerations of the text. In this case, the text refers to the inappropriate treatment of police officers by the media. Next, determine how the text refers to what we already know. Is there any information relating to this text we know and have proof of currently, from the recent future of the past relating to such topic? Are there known facts that prove the information in the text true or otherwise? There may be such a claim in the past, and the outcome gives us important clues as we go deeper to mathematize the problem (Stott, 2014). Determine how the already available information can be used to interpret the text, this may be figures of percentages, averages and so on. This kind of information can be used to hypothesize on the findings which are also an invaluable tool for mathematization. With this in mind, the researcher can also be led to explore further into the topic and come up with even more reliable finding than the ones available from basic surveys. Exploring further also adds meaning to the data. For the context we have above, after the mathematizing to percentages, it becomes evident that an officers age is also a contributing factor to the decision they make on the issue (Hogan, 2012). This is made evident by the percentage of the officers who strongly agree with the claim making up 46% of those below 44 years and only 36% of those older than that. How the Mathematical Concepts Make Sense Between the words used to describe the problem and the mathematical model we want to apply, which would express the information in a more comprehensive and credible manner? In the case of our issue above, the words alone appear vague since we do not know what proportion is most referring to. Percentages would make this claim more credible and therefore make it more understandable. The choice of mathematical concepts also determines how better the context is understood, e.g. percentages would analyze and model our context better than just tabulated figure hence they are better suited (Pather, 2012). Also, does the model improve the understanding of the context or just change its form of representation? Giving the number of those officers who agree on the claim and those who do not may just change the form in which the claim is represented but not how understandable and credible it is. To devise an appropriate mathematical concept it is inevitable to determine what is confusing in the context as it is so that the concept decided upon will solve that and make more comprehensive. For our case above, the statement most' is misleading in that it may be based on an individual's opinion due to some personal reasons and this can only be confirmed by using an appropriate mathematical concept (Eickelmann, 2012). Some statements may not be necessarily misleading but confusing, that means the person reading or interpreting them is not able to get meaning out of them. This is an important guideline as to which mathematical concept to use. Finally, while still making meaning out of a concept, it is crucial to determine whether there are other meanings than can be drawn from the same concept. For our case, the same concept may also mean that there is a conflict of interests between the police and the media and maybe this can be demonstrated mathematically using the same data gat hered (Epstein, 2010). This can bring an even meaningful idea that excludes the possibility of personal motives behind the formulation of the context. If our mathematical model can show that this is just a conflict of interest based on the same data collected, then it is clearer to the reader on what the problem is and there is no place left to attach opinions as is the case with just telling a person police are treated unfairly by the media'. After authenticating a mathematical model follows applying it in the given context. To do this, the numbers in the context are examined to ascertain whether they are significant or useful ("Overview - Numeracy in the News," 2017). In our case, percentages are widely used as opposed to exact numbers since different police departments have different numbers and also the decision as to agreeing or refusing is influenced by other factors such as age (Neel, 2007). Due to these reasons, using raw figures wouldn't simplify the meaning to the appropriate level. Numbers make it easy to comprehend the size of the agency, rather than saying; large or small' agency, it is better saying an agency with 2600 officers or 300 officer agency'. Once the numbers fit into the context, it is now clear the purpose of the text and the bigger picture can be seen. The bigger picture elaborates the picture even better and may make the researcher draw a different but more accurate conclusion. From our context, racial and ethnic lines are also a determining factor in the decision made by the individuals. To support this numerically, the percentage of those agree to the claim is higher amongst the white officers with 10% higher than those agreeing amongst the black officers (Neel, 2008). This shows that may be the reason the police are not in terms with media is that the media criticizes the police of mistreating the black race. This would also be the reason why the black officers do not seem to disagree so much with the media (Highfield, 2013). The high-ranking official also shows a tendency of disagreeing with this claim because regarding percentage those agreeing amongst the low-rank officers is 11% more than that of the high-rank officers. The preceding that is not an agreed upon the decision, and hence it may have some personal opinions. The figures give more meaning to the claim prompting the researcher to dig even deeper so that the context is better understood. The figures also point out on the relationship between what the officers thought about knowledge of police work by the public and their opinion on the above question. The officers who agree to the claim also tend to believe the public is unaware of their work whereas a smaller percentage of those who disagree with the claim believe the same. Again this can clearly be observed from the percentages; 56% among those who agree and only 25% for the ones who do not. After close observation through the critical numeracy lens, it is also evident that the later percentages are also lower amongst those who agree but not strongly compared to those who strongly agree by as much as 26%. Those officers, who thought the media treated them unfairly, are also more likely to see a disconnection between the public and themselves. This clearly shows that other factors other than the relationship between the officers and the media were the cause of their decision. There are also those who strongly agree and those whose just agree which is evidence of variation the view of the issue even among those who agree with it. This calls for further research is the bigger picture and is only realized when a critical numeracy lens is applied (Paige, 2008). The bigger picture now leads to a possibility of looking at the context from different viewpoints. The claim that the media mistreats the officers can be viewed as not resulting from the medias fault but from the actions of the police which call for criticism. It can also be that the media are not carrying out positive criticism and instead they are accusing the police offensively in public. This again begs the question who is offending who? which also gives another viewpoint to the problem. It can also be view as if one of the two parties is playing hero and they are just hitting back at each other since it is clear the claim is not unitary on the officers viewpoint (Dole, 2013). The claim by the police can be applied to validate the claim which would conceal malpractices in their department which are evident since not all the officers agree to the claim. If it is assumed that the media are criticizing the police offensively, it may obscure the media's role in pinpointing evils in s ociety and making them public whether by the government or even organizations. Taking it that one of the disagreeing parties is wrong and that further research should be done to determine who it is can result in no adverse impact on both parties and hence would provide the best option (Hillier, 2009). Having the percentages of the individuals supporting or disagreeing in each category, we may decide that it is true the media mistreat the officers, but unlike the claim, there are other possible reasons as to why this is happening and not the mere reason that the media is in the wrong. Racism is a possible reason why the media may be criticizing the police, and hence it needs to be researched (Chartres, 2008). The decision may also be as a result of the officers view of their job because from the percentages; as much as 96% of those who strongly agree to confess that their job makes them feel either frustrated or angry. Those who don't support the claim have less common feeling of frustration. It is clear now that after incorporating the critical numeracy lens, we don't see the claim as it appeared at first. The claim now has more points of view and even a better meaning. From it, other issues that need attention have emerged among them racism, positive criticism and negative job fe elings. As a result, the topic of media relationship with the officers is better understood and elaborated (Ares Evans, 2017). Close analysis shows that the decisions aforementioned are credible and have a much stronger base as opposed to the claim as it appeared at first. The context is also consistent with one inference directly leads to the other. Racism on the officers' part would result in criticism by the media and, in the same way, negative or offensive criticism by the media would lead to complaints of unfair treatment from the officers. After application of the critical numeracy lens, the context is fair in that it does not favour any of the disagreeing parties and instead seeks to find a central ground for solving the issue (Healy, 2012). None of the parties has been silenced, and therefore everybody is given their say in a society which is the very core of human rights and equality. Therefore, everybody ends up satisfied. It is evident that the mathematization process helps us to read the relationship between the officers and the media and now we can identify problem sources that lead to disagreement (Geiger, 2015). The reputation of the researcher is also not compromised since the new meaning of the context does not demean the findings of the original researcher but instead, makes them more detailed and credible therefore critical numeracy is inevitable in almost every context. The result of critical numeracy is a conviction first to the researcher and then to those reading the text. In the same way we can be able to read the world in the same way by analyzing the issues that emerge every day and by use of critical numeracy lens get to their roots, and by means of the various viewpoints we get, solve the issue in an efficient and informed way ("Critical Numeracy", 2017). Activity for students (beyond the mathematics class) "The foods we eat today are the cause of most of the diseases today." It is a common belief in many parts of the world today that the kinds of food being consumed are the major cause of diseases ranging from lifestyle diseases to even more complex disease types. You are required to find out the terminologies used in the above claim and what they mean, define the key mathematical concepts that can use, processes and procedures for critical numeracy on the above topic (Horsthemke,2007). Meaning-making; explain what the text is about, how mathematical concepts can make sense in the above context; how they can help you better understand the context. Determine what is misleading in this context? Are there any other possible meanings? Given the following information; 65% of those interviewed thinks the above is true, 83% of those whose think its not true are ladies between 18- 40 years, 83% of those who said this is not true confessed they don't do anybody exercise, 15% of those who thought this is true were low-income class, 80% of those who said it's true to think it's the fault of food products manufacturers, 95% of those who thought this were true thought it was the sake of the government. Required; In what ways are the percentages useful in giving the context more meaning? What is the bigger picture(s) that come into play after incorporating the critical numeracy lenses? Mention the various viewpoints visualized after analysis using the critical numeracy lens? Is the context logical, is it consistent? Reference Ares, N. Evans, D. (2017). Mathematics and Numeracy as Social and Spatial Practice. Retrieved 13 March 2017, from Askew, M. (2015). Numeracy for the 21st century: a commentary. ZDM, 47(4), 707-712. Chartres, M. (2008). Are my students engaged with critical mathematics education?. In Mathematics Education and Society Conference (p. 186). Critical Numeracy. (2017). Tas-education.org. Retrieved 13 March 2017, from https://www.tas-education.org/numeracy/critical_numeracy/critical_numeracy.htm Dole, S., Hilton, G., Hilton, A., Goos, M. (2013). Considering Density through a Numeracy Lens: Implications for Science Teaching. In Proceedings of the Second International Conference on New Perspectives in Science Education. libreriauniversitaria. It. Eickelmann, B., Drossel, K., Wendt, H., Bos, W. (2012). ICT-use in primary schools and childrens mathematics achievement-a multi-level approach to compare educational systems through an international lens with TIMSS data. In Joint AARE APERA International Conference, WERA Focal Meeting, Sydney (Vol. 2012). Epstein, D., Mendick, H., Moreau, M. P. (2010). Imagining the mathematician: Young people talking about popular representations of maths. Discourse: Studies in the Cultural Politics of Education, 31(1), 45-60. Geiger, V., Goos, M., Forgasz, H. (2015). A rich interpretation of numeracy for the 21st century: A survey of the state of the field. ZDM, 47(4), 531-548. Healy, L., Powell, A. B. (2012). Understanding and overcoming disadvantage in learning mathematics. In the Third International handbook of mathematics education (pp. 69-100). Springer New York. Highfield, K., Goodwin, K. (2013). Apps for mathematics learning: A review of educationalapps from the iTunes App Store. Mathematics Education: Yesterday, today, and tomorrow, 378-385. Hillier, Y. (2009). The changing faces of adult literacy, language, and numeracy: Literacy policy and implementation in the UK. Compare, 39(4), 535-550. Hogan, J. (2012). Mathematics and numeracy: Has anything changed?: Are we any clearer?: Are we on track?. Australian Mathematics Teacher, The, 68(4), 4. Horsthemke, K., Schafer, M. (2007). Does' African mathematics' facilitate access to mathematics? Towards an ongoing critical analysis of ethnomathematics in a South African context. Pythagoras, 2007(65), 2-9. Mahmood, A., Othman, M. F., Yusof, Y. M. (2012). A Conceptual Framework for Mathematical Ability Analysis through the Lens of Cultural Neuroscience. Procedia-Social and Behavioral Sciences, 56, 175-182. Neel, K. I. S. (2007). Numeracy in Haida Gwaii, BC: Connecting community, pedagogy, and epistemology. ProQuest. Neel, K. I. S. (2008). Numeracy in Haida Gwaii, BC: Connecting community, pedagogy, and epistemology (Doctoral dissertation, Faculty of Education-Simon Fraser University). Overview - Numeracy in the News. (2017). Tas-education.org. Retrieved 13 March 2017, from https://www.tas-education.org/numeracy/ Paige, K., Lloyd, D., Chartres, M. (2008). Moving towards transdisciplinarity: an ecologically sustainable focus for science and mathematics pre?service education in the primary/middle years. Asia?Pacific Journal of Teacher Education, 36(1), 19-33. Pather, S. (2012). Activity Theory as a lens to examine pre-service teachers' perceptions of learning and teaching of Mathematics within an intervention program. African Journal of Research in Mathematics, Science and Technology Education, 16(2), 253-267. Stott, D. (2014). Learners' numeracy progression and the role of mediation in the context of two after-school mathematics clubs. Unpublished doctoral dissertation, Rhodes University, Grahamstown.