Abstract
This chapter discusses different constructions of the agendas of quality and equity in mathematics education that may lead to tension—if not conflict—between them that may lead to undesirable outcomes. The chapter presents an understanding of the two agendas based on the discourse of ethics. By using ethics as a foundation for both constructs, not only it is possible to argue that the two agendas are not contradictory, but also that they are both necessary for an ethical practice in mathematics education. Furthermore, since ethics is based on questions of what is good to do—and what is good to be, such a discussion could provide normative guidance to practice that allows us to act and reflect on our actions.
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