The presence of caring relations in current middle and high school mathematics teachers' discourses and practices

Based on Nel Noddings' writings about an ethic of caring, five teachers (two high school, two middle school, and one pre-service) were interviewed in this pilot study to help determine 1. How do teachers perceive an ethic of caring in their classrooms? Particularly, a) how do they view themselves as caring for their students, b) how do they view their students as being cared for, and c) how caring relations are important with respect to mathematics, and 2. How do teachers' perceptions of an ethic of caring influence their behavior within the classroom, including their lesson plans, projects, or interactions with their students? Semi-structured interviews were used, resulting in the emergence of five major themes: 1.) fairness, 2.) a desire for their students' well-being, 3.) a desire for their students' academic success, 4.) fostering a relationship with their students, and 5.) involvement with parents. Other topics discussed include the relation of mathematics to caring relations, character education, and the role of culture in caring relations