The WIFI Study: Students’ Valuing of Mathematics Learning in Hong Kong and Japan

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

“…Data for the study were collected using the validated WIFI questionnaire (Seah 2013). A translation and back translation method together with factor analysis was used for metric equivalence checks in the Chinese context (Seah et al 2017;Zhang et al 2016). The questionnaire consists of four sections: a 5-point Likert scale consisting of 64 items (section A); 10 items with continuous dimensions (section B); an open-ended scenario-stimulated section (section C); and questions eliciting the students' demographic and personal information (section D).…”

“…In fact, the kind of values in mathematics that are recognized by students, is not only influenced by the mathematical knowledge presented in textbooks, but are also influenced by their teachers' characteristics and teaching style (Opdenakker and van Damme 2006, p. 16). These values are related to mathematics educational values which are in turn related to the norms and practice of mathematics pedagogy and show students what is required to learn mathematics well (Atweh and Seah 2008;Seah et al 2017).…”

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

“…In this section, we will focus mainly on what Bishop (1996) called mathematical and mathematics educational values because of the key roles which the two categories of these values play in the quality of students' learning experience (Seah et al 2017a) and for that matter in the quality of their learning outcomes. Although we are aware of other general educational values, that relate to norms of the educational institutions, such as honesty and punctuality (see for example Bishop 1988Bishop , 2008), these will not form part of the key discussion in this section.…”

“…Although we are aware of other general educational values, that relate to norms of the educational institutions, such as honesty and punctuality (see for example Bishop 1988Bishop , 2008), these will not form part of the key discussion in this section. While brief highlights of these values may be described herein to illuminate the current research problem, greater detail may be found in past and present literature on these values (Bishop 1988(Bishop , 2008Dede 2006Dede , 2015Seah et al 2017a).…”

The Valuing of Mathematics Learning in Schools: A Gendered Perspective

“…In an analysis of the WIFI questionnaire's data (Seah, Baba, & Zhang, 2017), the researchers identified nine value components, which are associated with what the Hong Kong students emphasised in their respective mathematics learning experiences. These are problem-solving, control, effort, ideas, recall, ICT, communication, broadening of mathematical vision, and learning approach.…”