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|a (MiAaPQ)EBC5771229
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|a QA10.92-20
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|a Clarkson, Philip.
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|a Values and Valuing in Mathematics Education :
|b Scanning and Scoping the Territory.
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|a 1st ed.
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|a Cham :
|b Springer International Publishing AG,
|c 2019.
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|c ©2019.
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|a 1 online resource (226 pages)
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|a text
|b txt
|2 rdacontent
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|a computer
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|2 rdamedia
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|a online resource
|b cr
|2 rdacarrier
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|a ICME-13 Monographs
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|a Intro -- Contents -- Contributors -- 1 Scanning and Scoping of Values and Valuing in Mathematics Education -- 1.1 Introduction -- 1.2 Formation of the Book -- 1.3 Chapter Outlines -- 1.4 Beginning -- References -- 2 A Conversation with Alan Bishop -- 2.1 Introduction -- 2.2 The 'Original' Six Values -- 2.3 The Interplay of Confidence, Competence and Values -- 2.4 Mystery -- 2.5 Students' Competence, Choice and Values -- 2.6 Final Comments -- 2.7 Summary -- References -- 3 Student and/or Teacher Valuing in Mathematics Classrooms: Where Are We Now, and Where Should We Go? -- 3.1 Introduction -- 3.2 Systematic Search Procedure -- 3.3 Results and Discussion -- 3.3.1 Where Has Research Been Conducted? -- 3.3.2 Which Stakeholders Are Represented in the Research? -- 3.3.3 What Is Known About the Development of Values? -- 3.3.4 How Consistent Are the Findings Reported in the Studies? -- 3.4 Conclusion and Implications -- Appendix: Summary of Studies -- References -- 4 Values of the Japanese Mathematics Teacher Community -- 4.1 Introduction -- 4.2 Framework -- 4.3 Current Study -- 4.3.1 Context of the Overarching Study -- 4.3.2 Analysis -- 4.4 Results -- 4.4.1 Emphasizing Student Mathematical Reasoning and Thinking in Instruction: Behavior -- 4.4.2 Emphasizing Student Mathematical Reasoning and Thinking in Instruction: Values -- 4.4.3 Kyozaikenkyu: Behavior -- 4.4.4 Kyozaikenkyu: Values -- 4.4.5 Detailed Lesson-Plan Writing: Behavior -- 4.4.6 Detailed Lesson-Plan Writing: Values -- 4.4.7 Confirmation Study Results -- 4.5 Discussion and Conclusion -- References -- 5 Democratic Actions in School Mathematics and the Dilemma of Conflicting Values -- 5.1 Introduction -- 5.2 Theoretical Framework -- 5.2.1 Mathematical Values and Democracy -- 5.2.2 Students' Democratic Participation in Mathematics -- 5.3 Purpose and Research Questions -- 5.4 Methodology.
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|a 5.4.1 The Survey Instrument -- 5.4.2 Survey Sample and Data Collection -- 5.4.3 Analysing Democratic Actions Through Values Behind Survey Items -- 5.4.4 Methods of Statistical Analysis -- 5.5 Results -- 5.5.1 Results for All Items -- 5.5.2 Items Associated with Democratic Actions -- 5.5.3 The Most or Least Valued Activities -- 5.6 Discussion -- References -- 6 Valuing in Mathematics Learning Amongst Ghanaian Students: What Does It Look Like Across Grade Levels? -- 6.1 Introduction -- 6.2 School Mathematics in Ghana -- 6.3 Values in Mathematics Education -- 6.3.1 Mathematical and Mathematics Educational Values -- 6.3.2 Values in Mathematics Education Across Grade Levels -- 6.4 The Research Context -- 6.4.1 Research Instruments -- 6.4.2 Participants -- 6.4.3 Data Analysis -- 6.5 Results -- 6.6 Discussion -- 6.7 Conclusions and Implications -- References -- 7 What Do Pāsifika Students in New Zealand Value Most for Their Mathematics Learning? -- 7.1 Introduction -- 7.2 Pāsifika Peoples and Valuing -- 7.3 Methodology -- 7.4 Findings and Discussion -- 7.4.1 Utility -- 7.4.2 Peer Collaboration/Group-Work -- 7.4.3 Effort/Practice -- 7.4.4 Family/Familial Support -- 7.5 Conclusion and Implications -- References -- 8 The Role of Value Alignment in Levels of Engagement of Mathematics Learning -- 8.1 Introduction -- 8.2 The Four Value Alignment Strategies -- 8.2.1 The Scaffolding Strategy -- 8.2.2 The Balancing Strategy -- 8.2.3 The Intervention Strategy -- 8.2.4 Refuge Strategy -- 8.2.5 Classifying the Four Strategies -- 8.2.6 Summary -- 8.3 Mathematical Identity and Value Alignment -- 8.4 Conclusion -- References -- 9 Exploring Teachers' Values and Valuing Process in School-Based Lesson Study: A Brunei Darussalam Case Study -- 9.1 Introduction -- 9.2 Methodology -- 9.3 Results and Discussion -- 9.3.1 Intended Value Indicators in Planning Sessions.
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|a 9.3.2 Implemented Value Indicators in Teaching Sessions -- 9.3.3 Attained Value Indicators in the Post-lesson Session -- 9.3.4 Summary -- 9.4 Conclusion -- References -- 10 Why Mathematics Is Valuable for Turkish, Turkish Immigrant and German Students? A Cross-Cultural Study -- 10.1 Introduction -- 10.2 Theoretical Background -- 10.2.1 Values and Mathematics -- 10.2.2 Learning About Values Through Comparative Studies -- 10.3 Methodology -- 10.3.1 Research Design -- 10.3.2 Participants -- 10.3.3 Semi-structured Interviews -- 10.3.4 Data Analysis -- 10.3.5 Trustworthiness -- 10.4 Results and Discussion -- 10.4.1 Similarities -- 10.4.2 Differences -- 10.5 Moving On -- References -- 11 Mathematical Values Through Personal and Social Values: A Number Activity in a Japanese Kindergarten -- 11.1 Introduction -- 11.2 DEMETP Project -- 11.3 Learning Numbers and Division -- 11.4 Values -- 11.5 Method -- 11.6 Results -- 11.7 Discussion -- 11.7.1 Cognitive Outcome: Children's Activities of Dividing Two Quantities from a Logical Perspective -- 11.7.2 Children's Social and Personal Values Shown Through the Activity -- 11.7.3 From Social and Personal Values Toward Mathematical Values -- 11.8 Conclusion -- References -- 12 Socially Open-Ended Problems for Enriching Student Learning with Mathematical Models and Social Values -- 12.1 Historical Background and Research Aim -- 12.2 Socially Open-Ended Problems -- 12.3 Lesson Using a Socially Open-Ended Problem -- 12.3.1 Beginning Stage of the Lesson -- 12.3.2 The Development Stage of the Lesson -- 12.3.3 The Summary Stage of the Lesson -- 12.4 Discussion -- References -- 13 Values in Mathematics Learning: Perspectives of Chinese Mainland Primary and Secondary Students -- 13.1 Introduction -- 13.2 Previous Research -- 13.3 Values Taught in Chinese Mathematics Classroom -- 13.4 Research Design and Methodology.
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|a 13.5 Results -- 13.6 Discussion and Conclusion -- References -- 14 Methodological Issues in the Investigation of Values in Mathematics -- 14.1 Theoretical Premises -- 14.1.1 Beliefs and Values as Affective Subdomains in Mathematics -- 14.1.2 The Close Relationship Between Beliefs and Values -- 14.2 Our Journey on Investigating Beliefs and Values in Mathematics Education -- 14.2.1 The Lived Space of Mathematics Learning -- 14.2.2 Methodologies Used in Our Studies -- 14.3 Methodology Revisited -- 14.4 Conclusion -- References -- 15 The Elementary Mathematics Teachers' Values Underlying Teacher Noticing: The Context of Polygons -- 15.1 Teacher Noticing, Decision-Making, and Teacher Values -- 15.2 Method and Procedure -- 15.2.1 The Study Design -- 15.2.2 Procedure -- 15.3 Teacher Values -- 15.4 Discussion, Implications and Conclusion -- References.
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|a Description based on publisher supplied metadata and other sources.
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| 590 |
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|a Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2023. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.
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|a Electronic books.
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|a Seah, Wee Tiong.
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|a Pang, JeongSuk.
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|i Print version:
|a Clarkson, Philip
|t Values and Valuing in Mathematics Education
|d Cham : Springer International Publishing AG,c2019
|z 9783030168919
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| 797 |
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|a ProQuest (Firm)
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| 830 |
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|a ICME-13 Monographs
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| 856 |
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|u https://ebookcentral.proquest.com/lib/matrademy/detail.action?docID=5771229
|z Click to View
|
