Why is mathematics valuable?: a comparison of Turkish and German mathematics teachers

Abstract

This study was based on the data obtained from "Values in Mathematics Teaching in Turkey and Germany [VMTG]" project which lasted two years. The VMTG project compares German and Turkish mathematics teachers' and their students' values. The purpose of the study is to investigate Turkish and German mathematics teachers' views on why math is valuable, and explore the mathematical values behind their views. The study was undertaken with 9 Turkish and 13 German mathematics teachers. Even though several data collection instruments (i.e. observation sheets, Likert type (multiple choice) questionnaire, and questionnaire consisting of open-ended questions) were used in the project, only the data gathered from semi-structured interviews were the basis for the analysis of the study. Collected data were subjected to constant comparative method. Results revealed that two different major categories emerged: (1) isolated thinking and (2) connected thinking. Discussion, recommendation and further educational implications were provided at the end based on the data. e Alemanha) feito nos últimos dois anos. O projeto VMTG compara professores de Matemática da Alemanha e da Turquia e os valores professados por seus alunos. O propósito do estudo é investigar o ponto de vista dos professores turcos e alemães sobre porque a Matemática é importante, e explorar os valores da Matemática que subsidiam suas opiniões. O estudo foi feito com professores de Matemática, sendo 9 turcos e 13 alemães. Mesmo sendo utilizadas várias formas de coleta de dados na pesquisa (ex.: observação de relatórios, questionátio de múltipla escolha e formulários de respostas abertas), apenas as informações obtidas em entrevistas semi estruturadas foram usadas como base de análise para este estudo. Os dados coletados foram submetidos a um constante método comparativo. Os resultados revelaram que duas grandes e distintas categorias surgiram: (1) o pensamento isolado e (2) o pensamento conectado. Ao final, seguem uma discussão, algumas recomendações e outras implicações educativas baseada nos resultados. Keywords

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

“…Equally significantly, both these values (i.e. relevance and rationalism) were also found to be embraced by both Turkish and German teachers (Dede 2012). Indeed, Australian primary school teachers were also observed to subscribe to similar values (Bishop et al 2001).…”

Values and Valuing in Mathematics Education

“…Equally significantly, both these values (i.e. relevance and rationalism) were also found to be embraced by both Turkish and German teachers (Dede 2012). Indeed, Australian primary school teachers were also observed to subscribe to similar values ).…”

“…The value indicators and their corresponding values were also categorized into two types of thinking: isolated thinking and connected thinking. Isolated thinking reflects that mathematics is seen as a set of isolated concepts and procedures whereas connected thinking reflects that connected values such as connections among mathematical ideas and ideas from other disciplines usefulness, process, communication, and creativity (see Dede 2012;Ernest 2004). Description of value indicators, their corresponding values, and the types of thinking are summarized in Table 10.1.…”

Values Conveyed through Distance Education in Geometry Courses during COVID-19

“…Semantic content analysis is the process of creating subcategories to detect themes in a text or phenomenon (Tavşancıl & Aslan, 2001). In this sense, the EBA contents reviewed were analysed based on the values and value signals that emerged in the literature (for example, Bishop, 1988;Dede, 2012Dede, , 2015Dede, , 2019Dede & Barkatsas, 2019;Lim & Ernest, 1997;Seah, 1999Seah, , 2011. As mentioned above, the general educational values have not been analysed in the current study since they do not directly affect students' mathematics achievement (Seah et al, 2017).…”

“…Additionally, although there is less emphasis on progress in distance education courses, it is seen that students place more emphasis on progress in face-to-face classes. In fact, in his research to determine why mathematics is important, Dede (2012) found that Turkish and German mathematics teachers especially gave importance to rationalism and progress values in face-to-face education. Also, Dede (2012) found that rationalism, control, and openness values among mathematics values were emphasised more in textbooks.…”