Values and Valuing in Mathematics Education, 1st ed. 2019 Scanning and Scoping the Territory ICME-13 Monographs Series

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

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?

4 Conclusion and Implications

Chapter 4

Douglas Lyman Coreyand Hiroyuki Ninomiya

1 Introduction

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

4.5 Detailed Lesson-Plan Writing: Behavior

4.6 Detailed Lesson-Plan Writing: Values

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

4 Methodology

4.2 Survey sample and data collection

4.4 Methods of statistical analysis

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 Carrand Ernest Ampadu

1 Introduction

          1.1 Ghana – Location and Pre-Tertiary Mathematics Education

          1.2 Values in Mathematics and Mathematics Education

2 The Research Context

          2.1 Research Instruments

          2.3 Data Analysis

3 Results

4 Discussion

Chapter  7

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

1 Introduction

2 Pāsifika Peoples and Valuing

3 Methodology

       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

2.2 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

3 Results and Discussion

          3.1 Intended Value Indicators in Planning 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

1     Introduction

2     Theoretical Background

       2.1 Values and mathematics

       2.2 Learning about values through comparative studies

3     Methodology

4     Results and Discussion

       4.1 Similarities

       4.2 Differences

5. Moving On

Chapter 11

Nagisa Nakawa

1 Introduction

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

7.3 From social and personal values toward mathematical values

8 Conclusion 

Chapter 12

Takuya Babaand Isao Shimada

1     Historical Background and Research Aim

2     Socially Open-Ended Problems

3     Lesson Using a Socially Open-Ended Problem

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

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-Topbaşand Yüksel Dede

1 Teacher Noticing, Decision-Making, and Teacher Values

2 Method and Procedure

2.1 The study design

2.2 Procedure

4 Discussion, Implications and Conclusion

Features research from different ethnicities and nationalities

Offers an alternative perspective of complementing cognition and affect

Presents a comprehensive collection of values and valuing in mathematics education

Is an open access book