Skip to main content
SpringerLink
Log in

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

  • Chapter
  • First Online:
Book cover Diversity in Mathematics Education

Part of the book series: Mathematics Education Library ((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.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 84.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Hardcover Book
USD 109.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • 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.

    Article  Google Scholar 

  • Andersson, A. (2011b). Engagement in education: Identity narratives and agency in the contexts of mathematics education. Doctoral thesis, Aalborg University, Aalborg, Denmark, Uniprint.

    Google Scholar 

  • 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.

    Google Scholar 

  • 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.

    Google Scholar 

  • 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.

    Google Scholar 

  • Askew, M., Brown, M., Rhodes, V., Johnson, D., & William, D. (1997). Effective teachers of numeracy. Final report. London: King’s College.

    Google Scholar 

  • 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.

    Book  Google Scholar 

  • 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.

    Google Scholar 

  • Bishop, A. J. (1999). Mathematics teaching and values education: An intersection in need of research. Zentralblatt fuer Didaktik der Mathematik, 31(1), 1–4.

    Article  Google Scholar 

  • Bishop, A. (2008). Teachers’ mathematical values for developing mathematical thinking in classrooms: Theory, research and policy. The Mathematics Educator, 11(1/2), 79–88.

    Google Scholar 

  • Branson, C. M. (2008). Achieving organisational change through values alignment. Journal of Educational Administration, 46(3), 376–395.

    Article  Google Scholar 

  • Byun, S-Y., & Park, H. (2012). The academic success of East Asian American Youth. Sociology of Education, 85(1), 40–60.

    Article  Google Scholar 

  • 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.

    Google Scholar 

  • 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.

    Google Scholar 

  • 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.

    Chapter  Google Scholar 

  • 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.

    Google Scholar 

  • Court, D. (1991). Studying teachers’ values. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 64(6), 389–392.

    Google Scholar 

  • 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.

    Article  Google Scholar 

  • Ferguson, S. (2009). Same task, different paths: Catering for student diversity in the mathematics classroom. Australian Primary Mathematics Classroom, 14(2), 32–36.

    Google Scholar 

  • Grootenboer, P., & Hemmings, B. (2007). Mathematics performance and the role played by affective and background factors. Mathematics Education Research Journal, 19(3), 3–20.

    Article  Google Scholar 

  • 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.

    Google Scholar 

  • Gutstein, E. (2006). Reading and writing the world with mathematics: Toward a pedagogy for social justice. NY: Routledge.

    Google Scholar 

  • 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.

    Article  Google Scholar 

  • Henderson, M., & Thompson, D. (2003). Values at work: The invisible threads between people, performance and profit. Auckland, New Zealand: Harper Collins.

    Google Scholar 

  • 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.

    Google Scholar 

  • 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.

    Google Scholar 

  • 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.

    Google Scholar 

  • 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.

    Google Scholar 

  • 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.

    Google Scholar 

  • 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.

    Google Scholar 

  • Rand, A. (1961). For the new intellectual: The philosophy of Ayn Rand. NY: Signet.

    Google Scholar 

  • 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.

    Google Scholar 

  • 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.

    Google Scholar 

  • 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.

    Google Scholar 

  • 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.

    Google Scholar 

  • 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.

    Article  Google Scholar 

  • Senge, P. M. (2006). The fifth discipline: The art and practice of the learning organization (2nd ed.). London: Random House.

    Google Scholar 

  • Simon, S. B., & Clark, J. (1975). More values clarification. San Diego: Pennant Press.

    Google Scholar 

  • Skolverket. (2011). Läroplan, examensmål och gymnasiegemensamma ämnen för gymnasieskola 2011. Stockholm: Fritzes förlag.

    Google Scholar 

  • Tripp, D. (1993). Critical incidents in teaching: Developing professional judgement. London: Routledge.

    Google Scholar 

  • UNESCO. (2001). Understanding and responding to children’s needs in inclusive classrooms: A guide for teachers. Paris: UNESCO.

    Google Scholar 

  • Utbildningsdepartementet. (2010). Svensk författningssamling 2010:800. Stockholm: Utbildningsdepartementet.

    Google Scholar 

  • 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.

    Google Scholar 

  • 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.

    Article  Google Scholar 

  • Wei, M.-H., & Eisenhart, C. (2011). Why do Taiwanese children excel at math? The Phi Delta Kappan, 93(1), 74–76.

    Article  Google Scholar 

  • Zevenbergen, R., Dole, S., & Wright, R. J. (2004). Teaching mathematics in primary schools. New South Wales: Allen & Unwin.

    Google Scholar 

Download references

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
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Annica Andersson
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

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

Rights and permissions

Reprints and permissions

Copyright information

© 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

Download citation

Publish with us

Policies and ethics

Search

Navigation