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This paper discusses an approach to mathematics education based on the concept of ethical responsibility. It argues that an ethical approach to mathematics teaching lays the theoretical foundations for social justice concerns in the discipline. The paper develops a particular understanding of ethical responsibility based on the writings of Emanuel Levinas and discusses its implication for decision making on the curriculum and pedagogy in mathematics education. The paper argues that such andoi:10.12973/ejmste/75278 fatcat:uyec4b7muvddllymcw6decks24