Values and Valuing in Mathematics Education: Scanning and Scoping the Territory

ISBN-13: 9783030168919 / Angielski / Twarda / 2019 / 222 str.

Philip Clarkson; Wee Tiong Seah; Jeongsuk Pang

Recenzje

"This book is an informative read for anyone who wants to learn more about the valuable work of Alan Bishop and how it has influenced other mathematics educators around the world." (Ann Wheeler, MAA Reviews, August 04, 2019)

Spis treści

Chapter 1

Scanning and Scoping of Values and Valuing in Mathematics Education

Philip Clarkson, Wee Tiong Seah and JeongSuk Pang

1 Introduction

2 Formation of the Book

3 Chapter Outlines

4 Concluding

Chapter 2

Another Conversation with Alan Bishop

Philip C. Clarkson

1 Introduction

2 The ‘original’ Six Values

3 The Interplay of Confidence, Competence and Values

4 Mystery

5 Students’ Competence, Choice and Values

6 Final Comments

7 Summary 

Chapter 3

Student and/or Teacher Valuing in Mathematics Classrooms: Where are We Now, and Where Should We Go?

Monica Carr

1 Introduction

2 Systematic Search Procedure

3 Results and Discussion

3.1 Where has research been conducted?

3.2 Which stakeholders are represented in the research?

3.3 What is known about the development of values?

3.4 How consistent are the findings reported in the studies?

4 Conclusion and Implications

Chapter 4

Values of the Japanese Mathematics Teacher Community

Douglas Lyman Corey and Hiroyuki Ninomiya

1 Introduction

2 Framework

3 Current Study

3.1 Context of the Overarching Study

3.2 Analysis

4 Results

4.1 Emphasizing student mathematical reasoning and thinking in instruction: Behavior

4.2 Emphasizing student mathematical reasoning and thinking in instruction: Values

4.3 Kyozaikenkyu: Behavior

4.4 Kyozaikenkyu: Values

4.5 Detailed Lesson-Plan Writing: Behavior

4.6 Detailed Lesson-Plan Writing: Values

4.7 Confirmation Study Results

5 Discussion and Conclusion

Chapter 5 

Democratic Actions in School Mathematics and the Dilemma of Conflicting Values

Annica Andersson and Lisa Österling

1 Introduction

2 Theoretical Framework

2.1 Mathematical values and democracy

2.2 Students’ democratic participation in mathematics

3 Purpose and Research Questions

4 Methodology

4.1 The survey instrument

4.2 Survey sample and data collection

4.3 Analysing democratic actions through values behind survey items

4.4 Methods of statistical analysis

5 Results

5.1 Results for all items

5.2 Items associated with democratic actions

5.3 The most or least valued activities

6 Discussion

Chapter 6

Valuing in Mathematics Learning amongst Ghanaian Students: What Does It Look Like Across Grade Levels?

Ernest Kofi Davis, Monica Carr and Ernest Ampadu

1 Introduction

          1.1 Ghana – Location and Pre-Tertiary Mathematics Education

          1.2 Values in Mathematics and Mathematics Education

          1.3 Values in Mathematics Education across Grade Levels

2 The Research Context

          2.1 Research Instruments

          2.2 Participants

          2.3 Data Analysis

3 Results

4 Discussion

5 Conclusions and Implications 

Chapter  7

What Do Pāsifika Students in New Zealand Value Most for Their Mathematics Learning?

Julia Hill, Jodie Hunter, and Roberta Hunter

1 Introduction

2 Pāsifika Peoples and Valuing

3 Methodology

4 Findings and Discussion

       4.1 Utility

4.2 Peer collaboration/group-work

4.3 Effort/practice

4.4 Family/familial support

5. Conclusion and Implications 

Chapter  8

The Role of Value Alignment in Levels of Engagement of Mathematics Learning

Penelope Kalogeropoulos and Philip Clarkson

1 Introduction

2 The Four Value Alignment Strategies

2.1 The scaffolding strategy

2.2 The balancing strategy

2.3 The intervention strategy

2.4 Refuge strategy

2.5 Classifying the four strategies

2.6 Summary

3 Mathematical Identity and Value Alignment

4 Conclusion 

Chapter 9

Exploring Teachers’ Values and Valuing Process in School-Based Lesson Study: A Brunei Darussalam Case Study

Nor Azura Abdullah and Frederick Koon Shing Leung

1 Introduction

2 Methodology

3 Results and Discussion

          3.1 Intended Value Indicators in Planning Sessions

          3.2 Implemented Value Indicators in Teaching Sessions

          3.3 Attained Value Indicators in the Post-lesson Session

          3.4 Summary

4 Conclusion 

Chapter 10

Why Mathematics is Valuable for Turkish, Turkish Immigrant and German Students? A Cross - Cultural Study

Yüksel Dede

1     Introduction

2     Theoretical Background

       2.1 Values and mathematics

       2.2 Learning about values through comparative studies

3     Methodology

3.1 Research design3.2 Participants3.3 Semi-structured interviews3.4 Data analysis3.5 Trustworthiness

4     Results and Discussion

       4.1 Similarities

       4.2 Differences

5. Moving On

Chapter 11

Mathematical Values Through Personal and Social Values: A Number Activity in a Japanese Kindergarten

Nagisa Nakawa

1 Introduction

2 MTPPTP Project

3 Learning Numbers and Division

4 Values

5 Method

6 Results

7 Discussion

7.1 Cognitive outcome: Children’s activities of dividing two quantities from a logical perspective

7.2 Children’s social and personal values shown through the activity

7.3 From social and personal values toward mathematical values

8 Conclusion 

Chapter 12

Socially Open-Ended Problems for Enriching Student Learning With Mathematical Models and Social Values

Takuya Baba and Isao Shimada

1     Historical Background and Research Aim

2     Socially Open-Ended Problems

3     Lesson Using a Socially Open-Ended Problem

3.1 Beginning stage of the lesson3.2 The development stage of the lesson3.3 The summary stage of the lesson

4     Discussion 

Chapter 13

Values in Mathematics Learning: Perspectives of Chinese Mainland Primary and Secondary Students

Qiaoping Zhang

1 Introduction

2 Previous Research

3 Values Taught in Chinese Mathematics Classroom

4 Research Design and Methodology

5 Results

6 Discussion and Conclusion

Chapter 14

Methodological Issues in the Investigation of Values in Mathematics

Yip-Cheung Chan and Ngai-Ying Wong

1 Theoretical Premises

1.1 Beliefs and values as affective subdomains in mathematics

1.2 The close relationship between beliefs and values

2 Our Journey on Investigating Beliefs and Values in Mathematics Education

2.1 The lived space of mathematics learning

2.2 Methodologies used in our studies

3 Methodology Revisited

4 Conclusion

Chapter 15

The Elementary Mathematics Teachers’ Values Underlying Teacher Noticing: The Context of Polygons

Fatma Nur Aktaş, Esra Selcen Yakıcı-Topbaş and Yüksel Dede

1 Teacher Noticing, Decision-Making, and Teacher Values

2 Method and Procedure

2.1 The study design

2.2 Procedure

3 Teacher Values

4 Discussion, Implications and Conclusion

Blurb

This engaging open access book discusses how a values and valuing perspective can facilitate a more effective mathematics pedagogical experience, and allows readers to explore multiple applications of the values perspective across different education systems. It also clearly shows that teaching mathematics involves not only reasoning and feelings, but also students’ interactions with their cultural setting and each other.

The book brings together the work of world leaders and new thinkers in mathematics educational research to improve the learning and teaching of mathematics. Addressing themes such as discovering hidden cultural values, a multicultural society and methodological issues in the investigation of values in mathematics, it stimulates readers to consider these topics in cross-cultural ways, and offers suggestions for research and classroom practice.

It is a valuable resource for scholars of mathematics education, from early childhood through to higher education and an inspiring read for all mathematics teachers.