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Diversity in Mathematics Education pp 167–183Cite as

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

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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Author information

Authors and Affiliations

  1. Faculty of Education, Monash University, Clayton, Australia

    Wee Tiong Seah

  2. Faculty of Mathematics and Science Education, Stockholm University, Stockholm, Sweden

    Annica Andersson

Authors
  1. Wee Tiong Seah
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  2. Annica Andersson
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Correspondence to Wee Tiong Seah .

Editor information

Editors and Affiliations

  1. Faculty of Education, Monash University, Clayton, Victoria, Australia

    Alan Bishop

  2. Faculty of Education, Monash University, Clayton, Victoria, Australia

    Hazel Tan

  3. School of Education, RMIT University, Bundoora, Victoria, Australia

    Tasos N Barkatsas

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Seah, W., Andersson, A. (2015). Valuing Diversity in Mathematics Pedagogy Through the Volitional Nature and Alignment of Values. In: Bishop, A., Tan, H., Barkatsas, T. (eds) Diversity in Mathematics Education. Mathematics Education Library. Springer, Cham. https://doi.org/10.1007/978-3-319-05978-5_10

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