Values in the Mathematics Classroom: Supporting Cognitive and Affective Pedagogical Ideas
Wee Tiong Seah
PEDAGOGICAL RES, Volume 1, Issue 2, Article No: 53
https://doi.org/10.20897/lectito.201653
Research Article
[Abstract]
[PDF]
ABSTRACT
Values are the personal convictions which one finds important. Three different aspects which are associated with mathematics education differently are identified, namely, values through mathematics education, values of mathematics education, and values for mathematics. These are paired with Bishop's (1996) conceptions of general educational, mathematical, and mathematics educational values respectively. This article provides examples of what these values might look like in different classroom scenarios, and how values as a volitional construct scaffolds cognitive and affective developments in mathematics learning. Implications for teachers include the need to assess validly what students value, and the need to better understand how teachers practise values alignment within their own classrooms. In so doing, appropriate valuing by teachers and their students can serve its purpose of fostering mathematical understanding and/or performance.
Keywords: Values, values alignment, values assessment, volition, WIFI Study
Task Modification and Knowledge Utilization by Korean Prospective Mathematics Teachers
Kyeong-Hwa Lee, Eun-Jung Lee, Min-Sun Park
PEDAGOGICAL RES, Volume 1, Issue 2, Article No: 54
https://doi.org/10.20897/lectito.201654
Research Article
[Abstract]
[PDF]
ABSTRACT
It has been asserted that mathematical tasks play a critical role in the teaching and learning of mathematics. Modification of tasks included in intended curriculum materials, such as textbooks, can be an effective activity for prospective teachers to understand the role of mathematical tasks in the teaching and learning of mathematics; designing of new tasks requires more knowledge and experience. This study aims to identify the patterns that Korean prospective mathematics teachers seem to follow when they modify the mathematical tasks in textbooks. Knowledge utilized by prospective teachers while they modify textbook tasks is identified and characterized in order to understand the possible factors that have an impact on Korean prospective mathematics teachers' modification of tasks.
Keywords: prospective teachers, task modification, teacher knowledge
Enhancing Students’ Understanding of Algebra Concepts through Cooperative Computer Instruction
Amos Isiaka Gambari, Ahmed Tajudeen Shittu, Oladipupo Abimbola Taiwo
PEDAGOGICAL RES, Volume 1, Issue 2, Article No: 55
https://doi.org/10.20897/lectito.201655
Research Article
[Abstract]
[PDF]
ABSTRACT
Values are the personal convictions which one finds important. Three different aspects which are associated with mathematics education differently are identified, namely, values through mathematics education, values of mathematics education, and values for mathematics. These are paired with Bishop's (1996) conceptions of general educational, mathematical, and mathematics educational values respectively. This article provides examples of what these values might look like in different classroom scenarios, and how values as a volitional construct scaffolds cognitive and affective developments in mathematics learning. Implications for teachers include the need to assess validly what students value, and the need to better understand how teachers practise values alignment within their own classrooms. In so doing, appropriate valuing by teachers and their students can serve its purpose of fostering mathematical understanding and/or performance.
Keywords: Values, values alignment, values assessment, volition, WIFI Study