Overview
- Discusses teaching strategies to enhance the understanding of the central place of values in mathematics
- Explores how values impact how mathematics is used within society
- Provides examples to facilitate students’ meaningful engagement with and conscious learning of values
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About this book
This book is a follow-up to 'Values and Valuing in Mathematics Education: Scanning and Scoping the Territory' (2019, Springer). This book adds a critical emphasis on practice and fosters thinking concerning positive mathematical well-being, engagement, teacher noticing, and values alignment among a range of critical notions that intersect with values and valuing. Values and valuing play a key role in many aspects of education, such as assessment, planning, classroom interactions, choosing tasks, and general well-being. What one values and finds important in the learning and teaching of mathematics operates within the intersection of all social, cognitive, and affective aspects of school pedagogy, making values a significant holistic factor in education.
The chapters explore potential teaching strategies that enhance the understanding of the central place of values in mathematics itself as a subject, as well as how values impact how mathematics is used withinsociety. This book includes examples of strategies for facilitating students’ meaningful engagement with, and conscious learning of, values when engaging in mathematical thinking and doing.
Keywords
- Values Education in Mathematics
- Teaching Strategies That Optimize Values Learning in Mathematics
- What Values are Embedded in Mathematics
- Values In Mathematics Curricula
- Valuing and Mathematics
- What Pedagogical Values are in Mathematics Teaching
- Socio-Cultural Values and Mathematics Teaching
- Values Alignment Strategies in Mathematics
- Values In Mathematical Problem-Solving Activities
- Mathematics Values in Mathematics Textbooks
- International Comparisons for Values in Mathematics Education
Table of contents (21 chapters)
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Front Matter
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Theoretical and Reflective Perspectives
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Front Matter
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Values Alignment and Classroom Practices
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Front Matter
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Utilising the Values Perspective in Promoting and Sustaining Student Mathematical Wellbeing
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Front Matter
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Applying the Values Perspective to Teaching Problem Solving
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Front Matter
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Editors and Affiliations
About the editors
Professor Yüksel Dede is a faculty member at the Department of Mathematics Education at Gazi University, Turkey. He worked at Berlin Freie University in Germany with the Alexander von Humboldt [AvH] Scholarship and the Scientific and Technological Research Council of Turkey [TUBITAK] Scholarship. He has worked as a director, expert, or consultant in projects supported by various public institutions in Turkey (TUBITAK, Governorships, Governorates, Provincial Directorates of National Education) and abroad (AvH-Berlin Freie University, Germany; Monash University, Australia; Korea University, South Korea). He is also on the editorial board of refereed national and international journals, and has published journal articles, book chapters, translated book chapters, and conference proceedings nationally and internationally. His research interests include the affective domain in mathematics education, especially values education, the teaching of mathematics concepts (e.g., algebrateaching), mathematics teacher education, international comparative studies, research methods, and the application of advanced statistical techniques in mathematics education.
Dr Gosia Marschall is an Assistant Professor in Teacher Professional Learning at the University of Cambridge, United Kingdom. Her main research agenda and interests relate to teacher professional learning, conceptualized from a holistic perspective (paying particular attention to teacher self-efficacy, affect, teacher identity and aspects of human functioning and self-regulation). Her research work is predominantly abductive and phenomenological, focusing on theory-building and theory-advancing ideas. She is currently working on projects concerning the relationship between mathematics teachers' professional identity and the development of knowledge and skills for teaching; theorizing in teacher professional learning; teacher decision making; and values in mathematics education.
Professor Philip Clarkson is an emeritus professor at Australian Catholic University, Australia, where he worked for 28 years, and honorary fellow at the University of Melbourne, Australia. He spent nearly five years in the early 1980s as the director of a Research Centre at the Papua New Guinea University of Technology. Prior to that, he taught at Monash University and tertiary colleges in Melbourne. He began his professional life as a teacher of chemistry, environmental science, mathematics, and physical education in secondary schools. Philip has led major consultancies and Australian Research Council (ARC) research projects, and was the president, secretary, and vice president (Publications) of the Mathematics Education Research Group of Australasia (MERGA).
Bibliographic Information
Book Title: Values and Valuing in Mathematics Education
Book Subtitle: Moving Forward into Practice
Editors: Yüksel Dede, Gosia Marschall, Philip Clarkson
DOI: https://doi.org/10.1007/978-981-99-9454-0
Publisher: Springer Singapore
eBook Packages: Education, Education (R0)
Copyright Information: The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2024
Hardcover ISBN: 978-981-99-9453-3Published: 23 February 2024
Softcover ISBN: 978-981-99-9456-4Due: 08 March 2025
eBook ISBN: 978-981-99-9454-0Published: 22 February 2024
Edition Number: 1
Number of Pages: X, 463
Number of Illustrations: 19 b/w illustrations, 42 illustrations in colour
Topics: Mathematics Education, Teaching and Teacher Education, Sociology of Education