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Valuing Diversity in Mathematics Pedagogy Through the Volitional Nature and Alignment of Values

  • Wee Tiong SeahEmail author
  • Annica Andersson
Chapter
Part of the Mathematics Education Library book series (MELI)

Abstract

More than ever before, teachers need to value the cultural diversity amongst their students and to value the diversity of mathematical ideas their students bring with them to class. In this chapter, we emphasise the need for the valuing of diversity in ways which are inclusive and empowering to both teachers and their students. Yet, this is not about embracing the diverse perspectives and ideas all at the same time. Given the volitional nature of values and valuing, we acknowledge that mathematics classroom interactions represent sites of contestation and conflicts. We draw on available data to illustrate how teachers can value diversity meaningfully through a process called values alignment. Strategies include the harnessing of mutually held values as well as the re-prioritising of one’s own values.

Keywords

Values Values alignment Volition Redefining Re-prioritising 

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Copyright information

© Springer International Publishing Switzerland 2015

Authors and Affiliations

  1. 1.Faculty of EducationMonash UniversityClaytonAustralia
  2. 2.Faculty of Mathematics and Science EducationStockholm UniversityStockholmSweden

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