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.
- Values alignment
This is a preview of subscription content, access via your institution.
Andersson, A. (2011a). A ‘curling teacher’ in mathematics education: Teacher identities and pedagogy development. Mathematics Education Research Journal, 23(4), 437–454. doi:10.1007/s13394-011-0025-0.
Andersson, A. (2011b). Engagement in education: Identity narratives and agency in the contexts of mathematics education. Doctoral thesis, Aalborg University, Aalborg, Denmark, Uniprint.
Andersson, A., & Österling, L. (2013). Measuring immeasurable values. In A. M. Lindmeier & A. Heinze (Eds.), Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 17–24). Kiel: PME.
Andersson, A., & Seah, W. T. (2013). Facilitating mathematics learning in different contexts: The values perspective. In M. Berger, K. Brodie, V. Frith, & K. L. Roux (Eds.), Proceedings of the 7th international mathematics education and society conference (Vol. 1, pp. 193–202). Capetown: MES 7.
Andersson, A., & Valero, P. (in press). Negotiating critical pedagogical discourses. Stories of contexts, mathematics and agency. In P. Ernest & B. Sriraman (Eds.), Critical mathematics education: Theory and praxis. USA: Information Age Publishing.
Askew, M., Brown, M., Rhodes, V., Johnson, D., & William, D. (1997). Effective teachers of numeracy. Final report. London: King’s College.
Australian Curriculum Assessment and Reporting Authority [ACARA]. (2011). Australian curriculum: Students for whom English is an additional language or dialect. http://www.australiancurriculum.edu.au/StudentDiversity/Students-for-whom-English-is-an-additional-language-or-dialect. Retrieved 16 June 2013.
Australia Department of Education Employment and Workplace Relations. (2011). National framework: Nine values for Australian schooling. http://www.valueseducation.edu.au/values/val_national_framework_nine_values,14515.html. Retrieved 11 June 2013.
Bishop, A. J. (1988). Mathematical enculturation: A cultural perspective on mathematics education. Dordrecht: Kluwer.
Bishop, A. J. (1996 June 3–7). How should mathematics teaching in modern societies relate to cultural values—some preliminary questions. Paper presented at the seventh Southeast Asian conference on mathematics education, Hanoi, Vietnam.
Bishop, A. J. (1999). Mathematics teaching and values education: An intersection in need of research. Zentralblatt fuer Didaktik der Mathematik, 31(1), 1–4.
Bishop, A. (2008). Teachers’ mathematical values for developing mathematical thinking in classrooms: Theory, research and policy. The Mathematics Educator, 11(1/2), 79–88.
Branson, C. M. (2008). Achieving organisational change through values alignment. Journal of Educational Administration, 46(3), 376–395.
Byun, S-Y., & Park, H. (2012). The academic success of East Asian American Youth. Sociology of Education, 85(1), 40–60.
Castellon, L. B., Burr, L. G., & Kitchen, R. S. (2011). English language learners’ conceptual understanding of fractions: An interactive interview approach as a means to learn with understanding. In K. Téllez, J. N. Moschkovich, & M. Civil (Eds.), Latinos/As and mathematics education: Research on learning and teaching in classrooms and communities (pp. 259–282). Charlotte: Information Age Publishing.
Clarkson, P., Bishop, A. J., FitzSimons, G., & Seah, W. T. (2000 July 31–August 6). Life-long learning and values: An undervalued legacy of mathematics education? Paper presented at the 9th international congress on mathematical education, Tokyo/Makuhari, Japan.
Clarkson, P., Bishop, A., & Seah, W. T. (2010a). Mathematics education and student values: The cultivation of mathematical well-being. In T. Lovat & R. Toomey (Eds.), International handbook on values education and student well-being (pp. 111–136). NY: Springer.
Clarkson, P., Seah, W. T., & Bishop, A. (2010b). Mathematics wellbeing and teacher education. In R. Toomey, T. Lovat, N. Clement, & K. Dally (Eds.), Teacher education and values pedagogy: A student wellbeing approach (pp. 179–194). New South Wales: David Barlow Publishing.
Court, D. (1991). Studying teachers’ values. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 64(6), 389–392.
Dede, Y. (2011). Mathematics education values questionnaire for Turkish preservice mathematics teachers: Design, validation, and results. International Journal of Science and Mathematics Education, 9, 603–626.
Ferguson, S. (2009). Same task, different paths: Catering for student diversity in the mathematics classroom. Australian Primary Mathematics Classroom, 14(2), 32–36.
Grootenboer, P., & Hemmings, B. (2007). Mathematics performance and the role played by affective and background factors. Mathematics Education Research Journal, 19(3), 3–20.
Gutiérrez, R. (2007). (Re)defining equity: The importance of a critical perspective. In N. S. Nasir & P. Cobb (Eds.), Improving access to mathematics: Diversity and equity in the classroom (pp. 37–50). NY: Teachers College Press.
Gutstein, E. (2006). Reading and writing the world with mathematics: Toward a pedagogy for social justice. NY: Routledge.
Hannula, M. S. (2012). Looking at the Third Wave from the West: Framing values within a broader scope of affective traits. ZDM, 44, 83–90.
Henderson, M., & Thompson, D. (2003). Values at work: The invisible threads between people, performance and profit. Auckland, New Zealand: Harper Collins.
Heng, S. K. (2012). Opening address at the 2012 Ministry of Education Work Plan Seminar. http://www.moe.gov.sg/media/speeches/2011/09/22/work-plan-seminar-2011.php. Retrieved 11 Jan 2013.
Kivinen, K. (2003). Assessing motivation and the use of learning strategies by secondary school students in three international schools. Unpublished PhD dissertation, University of Tampere, Finland.
Krathwohl, D. R., Bloom, B. S., & Masia, B. B. (1964). Taxonomy of educational objectives: The classification of educational goals (Handbook II: Affective domain). New York: David McKay.
Leung, F. K. S. (2006). Mathematics education in East Asia and the West: Does culture matter? In F. K. S. Leung, K.-D. Graf, & F. J. Lopez-Real (Eds.), Mathematics education in different cultural traditions: A comparative study of East Asia and the West (pp. 21–46). Springer.
Lim, C. S., & Kor, L. K. (2010). Mathematics classroom practice of ‘excellent’ teachers: What can we learn? In Yoshinori Shimizu, Y. Sekiguchi, & K. Hino (Eds.), Proceedings of the 5th East Asia Regional conference on mathematics education (Vol. 1, pp. 118–126). Tokyo: Japan Society of Mathematics Education.
Organisation for Economic Co-operation and Development [OECD]. (2004). Learning for tomorrow’s world: First results from PISA 2003. Paris: Organisation for Economic Co-operation and Development.
Organisation for Economic Co-operation and Development [OECD]. (2013). PISA 2012 Results: What students know and can do—student performance in mathematics, reading and science (Vol. 1). Paris: PISA, OECD.
Rand, A. (1961). For the new intellectual: The philosophy of Ayn Rand. NY: Signet.
Raths, L. E., Harmin, M., & Simon, S. B. (1987). Selections from ‘values and teaching’. In J. P. F. Carbone (Ed.), Value theory and education (pp. 198–214). Malabar: Robert E. Krieger.
Sawatzki, C. (2012). Investigating the role of financial values and attitudes in financial literacy teaching and learning. Paper presented at the 35th annual conference of the mathematics education Research Group of Australasia.
Schifter, D. (2005). Engaging students’ mathematical ideas: Implications for professional development design. Journal for Research in Mathematics Education Monograph (Vol. 13). Reston: National Council of Teachers of Mathematics.
Seah, W. T. (2011). Effective mathematics learning in two Australian Primary classes: Exploring the underlying values. In B. Ubuz (Ed.), Proceedings of the 35th conference of the international group for the psychology of mathematics education (Vol. 4, pp. 129–136). Ankara: PME.
Seah, W. T., & Peng, A. (2012). What students outside Asia value in effective mathematics lessons: A scoping study. ZDM: The International Journal on Mathematics Education, 44, 71–82.
Senge, P. M. (2006). The fifth discipline: The art and practice of the learning organization (2nd ed.). London: Random House.
Simon, S. B., & Clark, J. (1975). More values clarification. San Diego: Pennant Press.
Skolverket. (2011). Läroplan, examensmål och gymnasiegemensamma ämnen för gymnasieskola 2011. Stockholm: Fritzes förlag.
Tripp, D. (1993). Critical incidents in teaching: Developing professional judgement. London: Routledge.
UNESCO. (2001). Understanding and responding to children’s needs in inclusive classrooms: A guide for teachers. Paris: UNESCO.
Utbildningsdepartementet. (2010). Svensk författningssamling 2010:800. Stockholm: Utbildningsdepartementet.
Veugelers, W., & Kat, E. (2000 April 24–28). The teacher as a moral educator in secondary education: The student perspective. Paper presented at the 81st annual meeting of the American Educational Research Association, New Orleans, LA.
Weber, K., Radu, I., Mueller, M., Powell, A., & Maher, C. (2010). Expanding participation in problem solving in a diverse middle school mathematics classroom. Mathematics Education Research Journal, 22(1), 91–118.
Wei, M.-H., & Eisenhart, C. (2011). Why do Taiwanese children excel at math? The Phi Delta Kappan, 93(1), 74–76.
Zevenbergen, R., Dole, S., & Wright, R. J. (2004). Teaching mathematics in primary schools. New South Wales: Allen & Unwin.
Editors and Affiliations
Rights and permissions
© 2015 Springer International Publishing Switzerland
About this chapter
Cite this chapter
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
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-05977-8
Online ISBN: 978-3-319-05978-5
eBook Packages: Humanities, Social Sciences and LawEducation (R0)