Titlebook: Values and Valuing in Mathematics Education; Moving Forward into Yüksel Dede,Gosia Marschall,Philip Clarkson Book 2024 The Editor(s) (if a

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Designing a Professional Development Model for Values Alignment Strategies in Inclusive Mathematics interviews conducted to analyse the classroom video recordings of the lessons for four weeks. The ongoing and retrospective analyses revealed that the teachers transitioned from teacher-focused values alignment strategies to student-focused ones. While the most important phase affecting this transi

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The Text Mining Approach to Identifying What Students Value in Mathematics Learningudents’ personal values of learning mathematics and their perceived teacher values of teaching mathematics indicate implications on the interactions between teacher values and students’ values. As such, this chapter identifies the mathematics educational values embraced by Korean students as well as

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Values Alignment as Teacher Craft for Effective Mathematics Teaching and Learningabout learning mathematics, particularly in relation to an emphasis on an interconnected web of knowledge, particular emotions and dispositions, making real-world connections, and teacher support. However, relative to her students, the teacher placed less emphasis on the more process-oriented aspect

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Comparative Study of Primary School Students’ Values in Mathematics Learning in Ghana and Australiacompared with their Australian counterparts. A general trend of girls being more likely to endorse VAS items than boys across both Australian and Ghanaian participant groups was also noticed. Parental expectations also had the largest mean difference across gender amongst Australian girls and boys a

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Dominant Values and Value Shifts: The Valuing Process Seen from Curriculum Levelseach curriculum stage. The findings revealed shared and discrepant dominant values in the two schools, with rationalism, objectism, and control consistently present in mathematics. In the mathematics education dimension, relational understanding, instrumental understanding, and guided discovery were

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What Do Korean Students Value in Mathematics Learning? Insights into Mathematical Well-Beinger cognitive levels. Notably, students value perseverance and a growth mindset in their mathematics learning. The limitation that the data was drawn from a larger study is also discussed. This chapter sheds light on the necessity to re-evaluate and address the unique interplay between Korean student

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To What Extent Are Students Fulfilling Their Values and Thriving in Mathematics Education?—The Case their valuing of positive emotions. Whilst female students report lower overall value fulfillment than males, females also experience lower MWB than males. Our psychometrically valid and reliable survey can be used to assess and track students MWB, whilst providing target areas for teachers to help

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Categories and Their Relationships Among Socially Open-Ended Problems addition, he discovered that these problems can be inductively and experientially grouped into four categories: . and .. For example, in . (Shimada, in Arithmetic and mathematics education and diverse values: approaches through socially open-ended problems. Toyokan Shuppan, Tokyo, 2017; Shimada and

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A Study of Japanese and Australian Students’ Mathematical Values in Problem-Solvingsm of the relationship between two variables) was demonstrated. In addition, solving only one required problem at a time was insufficient to convey progress values in problem-solving. The importance of taking time in practice to examine the merits of the idea, which could be integrated with other as