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In this paper, we situate the educational movement of "Ethics inMathematics," as outlined by the Cambridge University Ethics in MathematicsProject, in the wider area of mathematics ethics education. By focusing on thecore message coming out of Ethics in Mathematics, its target group, andeducational philosophy, we set it into relation with "Mathematics for SocialJustice" and Paul Ernest's recent work on ethics of mathematics. We concludethat, although both Ethics in Mathematics and Mathematics for Social Justiceappear antagonistic at first glance, they can be understood as complementaryrather than competing educational strategies.

Situating "Ethics in Mathematics" as a Philosophy of Mathematics Ethics Education