Abstract
This chapter argues that school mathematics involves more than just the “performance” of students and that “working mathematically” means far more than being good at a specified set of skills, as well as more than being able to show mastery of various conceptual structures. It suggests that experienced teachers understand that the wellbeing of many students can diminish when they are asked to engage with mathematics learning. Underlying such engagement and hence mathematical performance is a command of a specific language that holds the conceptualizing process together. Moreover, of particular importance for this chapter are the values, and their language, that are embedded within mathematics and its pedagogy and how they can be invoked to enable better engagement, improved student wellbeing and consequently better performance.
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Notes
- 1.
Integrity; Freedom; Responsibility; Respect; Doing your best; Honesty and trustworthiness; Fair go; Care and compassion; Understanding, tolerance and inclusion.
- 2.
This was one of the four focus groups at four different universities that Clarkson was asked to chair as part of the Australian Council of Deans Committee Project to promote the teaching of values. Comments such as this one were voiced in all groups.
- 3.
“Wellbeing refers to students’ physical, social and emotional well-being and development…these elements are integral rather than incidental to learning. Learners will find it difficult to engage with learning programs, if they are distracted by significant physical, social and emotional issues” (Catholic Education Office, Archdiocese of Melbourne, 2008, p. 1).
- 4.
Most Australian schools run their teaching days through specific subject teaching.
- 5.
Our addition in brackets.
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Clarkson, P., Bishop, A., Seah, W.T. (2010). Mathematics Education and Student Values: The Cultivation of Mathematical Wellbeing. In: Lovat, T., Toomey, R., Clement, N. (eds) International Research Handbook on Values Education and Student Wellbeing. Springer, Dordrecht. https://doi.org/10.1007/978-90-481-8675-4_7
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