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

• Superior document: ICME-13 Monographs
• Author: Clarkson, Philip.
• TeilnehmendeR: Seah, Wee Tiong.; Pang, JeongSuk.
• Place / Publishing House: Cham : : Springer International Publishing AG,, 2019.; ©2019.
• Year of Publication: 2019
• Edition: 1st ed.
• Language: English
• Series: ICME-13 Monographs
• Physical Description: 1 online resource (226 pages)

Table of Contents

• Intro
• Contents
• Contributors
• 1 Scanning and Scoping of Values and Valuing in Mathematics Education
• 1.1 Introduction
• 1.2 Formation of the Book
• 1.3 Chapter Outlines
• 1.4 Beginning
• References
• 2 A Conversation with Alan Bishop
• 2.1 Introduction
• 2.2 The 'Original' Six Values
• 2.3 The Interplay of Confidence, Competence and Values
• 2.4 Mystery
• 2.5 Students' Competence, Choice and Values
• 2.6 Final Comments
• 2.7 Summary
• References
• 3 Student and/or Teacher Valuing in Mathematics Classrooms: Where Are We Now, and Where Should We Go?
• 3.1 Introduction
• 3.2 Systematic Search Procedure
• 3.3 Results and Discussion
• 3.3.1 Where Has Research Been Conducted?
• 3.3.2 Which Stakeholders Are Represented in the Research?
• 3.3.3 What Is Known About the Development of Values?
• 3.3.4 How Consistent Are the Findings Reported in the Studies?
• 3.4 Conclusion and Implications
• Appendix: Summary of Studies
• References
• 4 Values of the Japanese Mathematics Teacher Community
• 4.1 Introduction
• 4.2 Framework
• 4.3 Current Study
• 4.3.1 Context of the Overarching Study
• 4.3.2 Analysis
• 4.4 Results
• 4.4.1 Emphasizing Student Mathematical Reasoning and Thinking in Instruction: Behavior
• 4.4.2 Emphasizing Student Mathematical Reasoning and Thinking in Instruction: Values
• 4.4.3 Kyozaikenkyu: Behavior
• 4.4.4 Kyozaikenkyu: Values
• 4.4.5 Detailed Lesson-Plan Writing: Behavior
• 4.4.6 Detailed Lesson-Plan Writing: Values
• 4.4.7 Confirmation Study Results
• 4.5 Discussion and Conclusion
• References
• 5 Democratic Actions in School Mathematics and the Dilemma of Conflicting Values
• 5.1 Introduction
• 5.2 Theoretical Framework
• 5.2.1 Mathematical Values and Democracy
• 5.2.2 Students' Democratic Participation in Mathematics
• 5.3 Purpose and Research Questions
• 5.4 Methodology.
• 5.4.1 The Survey Instrument
• 5.4.2 Survey Sample and Data Collection
• 5.4.3 Analysing Democratic Actions Through Values Behind Survey Items
• 5.4.4 Methods of Statistical Analysis
• 5.5 Results
• 5.5.1 Results for All Items
• 5.5.2 Items Associated with Democratic Actions
• 5.5.3 The Most or Least Valued Activities
• 5.6 Discussion
• References
• 6 Valuing in Mathematics Learning Amongst Ghanaian Students: What Does It Look Like Across Grade Levels?
• 6.1 Introduction
• 6.2 School Mathematics in Ghana
• 6.3 Values in Mathematics Education
• 6.3.1 Mathematical and Mathematics Educational Values
• 6.3.2 Values in Mathematics Education Across Grade Levels
• 6.4 The Research Context
• 6.4.1 Research Instruments
• 6.4.2 Participants
• 6.4.3 Data Analysis
• 6.5 Results
• 6.6 Discussion
• 6.7 Conclusions and Implications
• References
• 7 What Do Pāsifika Students in New Zealand Value Most for Their Mathematics Learning?
• 7.1 Introduction
• 7.2 Pāsifika Peoples and Valuing
• 7.3 Methodology
• 7.4 Findings and Discussion
• 7.4.1 Utility
• 7.4.2 Peer Collaboration/Group-Work
• 7.4.3 Effort/Practice
• 7.4.4 Family/Familial Support
• 7.5 Conclusion and Implications
• References
• 8 The Role of Value Alignment in Levels of Engagement of Mathematics Learning
• 8.1 Introduction
• 8.2 The Four Value Alignment Strategies
• 8.2.1 The Scaffolding Strategy
• 8.2.2 The Balancing Strategy
• 8.2.3 The Intervention Strategy
• 8.2.4 Refuge Strategy
• 8.2.5 Classifying the Four Strategies
• 8.2.6 Summary
• 8.3 Mathematical Identity and Value Alignment
• 8.4 Conclusion
• References
• 9 Exploring Teachers' Values and Valuing Process in School-Based Lesson Study: A Brunei Darussalam Case Study
• 9.1 Introduction
• 9.2 Methodology
• 9.3 Results and Discussion
• 9.3.1 Intended Value Indicators in Planning Sessions.
• 9.3.2 Implemented Value Indicators in Teaching Sessions
• 9.3.3 Attained Value Indicators in the Post-lesson Session
• 9.3.4 Summary
• 9.4 Conclusion
• References
• 10 Why Mathematics Is Valuable for Turkish, Turkish Immigrant and German Students? A Cross-Cultural Study
• 10.1 Introduction
• 10.2 Theoretical Background
• 10.2.1 Values and Mathematics
• 10.2.2 Learning About Values Through Comparative Studies
• 10.3 Methodology
• 10.3.1 Research Design
• 10.3.2 Participants
• 10.3.3 Semi-structured Interviews
• 10.3.4 Data Analysis
• 10.3.5 Trustworthiness
• 10.4 Results and Discussion
• 10.4.1 Similarities
• 10.4.2 Differences
• 10.5 Moving On
• References
• 11 Mathematical Values Through Personal and Social Values: A Number Activity in a Japanese Kindergarten
• 11.1 Introduction
• 11.2 DEMETP Project
• 11.3 Learning Numbers and Division
• 11.4 Values
• 11.5 Method
• 11.6 Results
• 11.7 Discussion
• 11.7.1 Cognitive Outcome: Children's Activities of Dividing Two Quantities from a Logical Perspective
• 11.7.2 Children's Social and Personal Values Shown Through the Activity
• 11.7.3 From Social and Personal Values Toward Mathematical Values
• 11.8 Conclusion
• References
• 12 Socially Open-Ended Problems for Enriching Student Learning with Mathematical Models and Social Values
• 12.1 Historical Background and Research Aim
• 12.2 Socially Open-Ended Problems
• 12.3 Lesson Using a Socially Open-Ended Problem
• 12.3.1 Beginning Stage of the Lesson
• 12.3.2 The Development Stage of the Lesson
• 12.3.3 The Summary Stage of the Lesson
• 12.4 Discussion
• References
• 13 Values in Mathematics Learning: Perspectives of Chinese Mainland Primary and Secondary Students
• 13.1 Introduction
• 13.2 Previous Research
• 13.3 Values Taught in Chinese Mathematics Classroom
• 13.4 Research Design and Methodology.
• 13.5 Results
• 13.6 Discussion and Conclusion
• References
• 14 Methodological Issues in the Investigation of Values in Mathematics
• 14.1 Theoretical Premises
• 14.1.1 Beliefs and Values as Affective Subdomains in Mathematics
• 14.1.2 The Close Relationship Between Beliefs and Values
• 14.2 Our Journey on Investigating Beliefs and Values in Mathematics Education
• 14.2.1 The Lived Space of Mathematics Learning
• 14.2.2 Methodologies Used in Our Studies
• 14.3 Methodology Revisited
• 14.4 Conclusion
• References
• 15 The Elementary Mathematics Teachers' Values Underlying Teacher Noticing: The Context of Polygons
• 15.1 Teacher Noticing, Decision-Making, and Teacher Values
• 15.2 Method and Procedure
• 15.2.1 The Study Design
• 15.2.2 Procedure
• 15.3 Teacher Values
• 15.4 Discussion, Implications and Conclusion
• References.