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Academic integrity in mathematics education: breaking the silence

In: A Research Agenda for Academic Integrity

Author

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  • Katherine Seaton

Abstract

The concerns of tertiary mathematics students and educators have not yet been well served by the academic integrity literature. This chapter suggests reasons for why this may have occurred: tacit assumptions about the universal applicability of the existing literature to all disciplines; the opacity of mathematics to non-specialists because of both its content and the use of symbols; and misperceptions of the nature and demand of mathematics assessment at the undergraduate level. The chapter proposes research directions which can speak meaningfully into this void and engage the attention of mathematical specialists about the critical importance of academic integrity.

Suggested Citation

  • Katherine Seaton, 2020. "Academic integrity in mathematics education: breaking the silence," Chapters, in: Tracey Bretag (ed.), A Research Agenda for Academic Integrity, chapter 14, pages 175-186, Edward Elgar Publishing.
    • Handle: RePEc:elg:eechap:19100_14
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