Valuing Values in Mathematics Education

Seah, Wee Tiong

doi:10.1007/978-0-387-09673-5_17

Cited by 37 publications

(62 citation statements)

References 14 publications

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“…Thus we grouped them together as a whole sample and categorized them only by grades and gender (see Table 13.1). 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).…”

Section: Research Design and Methodologymentioning

confidence: 99%

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

Zhang

2019

Values and Valuing in Mathematics Education

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Using the What I Find Important (in mathematics learning) (WIFI) framework (Seah et al. 2017), this study investigated the aspects of mathematics learning that were ascribed particular value by the Chinese Mainland primary and secondary students. Compared with the secondary students, the primary students tended to attribute greater value to ability, effort, diligence, use of formulas and memory. The secondary students were more likely to value knowledge and thinking as components of mathematics learning. Students in general valued a teacher-led yet studentcentered learning approach. In addition, gender differences were observed. Specifically, the boys tended to attribute greater value to ability, rational understanding and creativity than girls, whereas the girls tended to value mathematical exploration more highly.

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Section: Research Design and Methodologymentioning

confidence: 99%

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

Zhang

2019

Values and Valuing in Mathematics Education

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“…In this sense, the questionnaire developed in this study was developed within the scope of "What I Find Important in my mathematics learning (WIFI)" Study. The international WIFI Study was conducted using a validated questionnaire (Seah, 2013), which has been used by 21 research teams in 17 different education systems around the world (More information about the WIFI study is given in the following sections). Turkey was one of the participant countries.…”

Section: Purpose and Importance Of The Studymentioning

confidence: 99%

Türk Öğrencilerin Matematiksel Değer ve Tercihlerini Değerlendirmek İçin Bir Ölçeğin Geliştirilmesi

Dede

Barkatsas

2019

Kuramsal Eğitimbilim

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The aim of this study was to construct a questionnaire: the mathematics values questionnaire (MVQ). Because a little is known about students' mathematics values and no assessment tool is available to measure students' mathematics values to obtain more insight into their perspectives. For this, the proportional stratified random sample of the study consisted of Grade 5 (11-12 years old) and Grade 9 (14-15 years old) students attending schools in Turkey. The data were subjected to descriptive and inferential statistical analyses by using a recently developed and validated survey instrument. The questionnaire's structural and predictive validities were investigated using a Principal component analysis (PCA) and an item analysis (item-total correlations and comparison of differences in means for distinctly different groups). Six components were extracted: relevance (C1), practice (C2), information and communications technology (ICT) (C3), feedback (C4), learning approach (C5), and consolidating (C6). Our results showed that Grade 5 students placed more importance than Grade 9 students for all the six value components.

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“…To be able to tease out the relationship between the students' appreciated activities and hence valuing in mathematics classrooms and the values stated as democratic actions in the national steering documents in mathematics, we turn to the enculturation of mathematical values in schools (Bishop 1988;Seah 2013), which are briefly described in Table 5.1. 2 In each of the three dimensions, a pair of opposing values are described.…”

Section: Analysing Democratic Actions Through Values Behind Survey Itemsmentioning

confidence: 99%

Democratic Actions in School Mathematics and the Dilemma of Conflicting Values

Andersson

Österling

2019

Values and Valuing in Mathematics Education

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This chapter reports and problematizes relationships between the expected democratic actions as part of the politically expected democratically inclusion of students' wishes and concerns; and students' valuing of mathematical activities in mathematics classrooms, departing from the Swedish results from a large-scale quantitative cross-cultural survey. We asked what are the conflicts between most valued activities by Swedish students and the valuing of democratic actions. The quantitative study showed that students value "knowing the times tables" and "teachers' explanations" and "correctness" over explorative, communicational and collaborative activities. We discuss the cultural and historical reasons behind these results and argue that we must understand the valuing of times tables or teachers' explanations as an expression of enculturated and therefore culturally valued actions in mathematics classrooms, where this enculturation takes place not only in school, but in conversations with parents, grandparents, in media and in children's books. We also argue that the conflict between the political expectations of democratic participation and actions, and the invitation to students to influence teaching on the one hand, and on the other hand students use of this influence through valuing teacher explaining, mastering times tables and understanding why the answer is incorrect, rather conserve a mathematics teaching organised around values as objectism and control than through openness and rationalism.

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Valuing Values in Mathematics Education

Cited by 37 publications

References 14 publications

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

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

Türk Öğrencilerin Matematiksel Değer ve Tercihlerini Değerlendirmek İçin Bir Ölçeğin Geliştirilmesi

Democratic Actions in School Mathematics and the Dilemma of Conflicting Values

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