  An argument is presented that mathematics teachers would benefit from an
ethics framework that allows them to reflect upon their position regarding the
teaching of ethics within mathematics. We present such a framework, adapted
from Chiodo and Bursill-Hall's (2018) levels of ethical engagement for
mathematicians, with discussion of its applications and implications. Awareness
of ethical and social responsibility amongst mathematicians and mathematics
educators is a newly established field, and yet it is crucially important, if
we are to use mathematics for good and the avoidance of harm - in other words
to use mathematics for justice, belonging, peace, care, education, lawmaking,
building, creativity, equity, connection, fairness, rulemaking and order. Here,
we present a way to extend ideas from ethics in the field of mathematics for
mathematicians to the field of mathematics education for mathematics teachers,
aiming to contribute to this transdisciplinary work and to advance the field
further. We also explore links to ideas of equity, and silence and voice,
drawing on the consequences of a deeper examination of the entanglements of
mathematical-ethical dilemmas for mathematics teachers both inside and outside
the classroom.
