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Values-Based Mathematics Teaching: Promoting Mathematical Performance, Competencies and Wellbeing

Wee Tiong Seah

Melbourne Graduate School of Education, The University of Melbourne, 100 Leicester Street, Parkville, VIC 3010, Australia

E-mail Address: wt.seah@unimelb.edu.au

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https://doi.org/10.1142/S2591722622400026Cited by:2 (Source: Crossref)

Abstract

Innovative practices in mathematics pedagogy at all levels of schooling are needed to better prepare our students to thrive amidst the demands of living in the 21st century, given that in many jurisdictions mathematics performance has been flat and students’ attitude toward mathematics has dipped. Beyond cognitive knowledge and skills, and beyond affective factors, the motivational aspect (and values in particular) is just as important too. Drawing on some recent relevant research findings, this paper presents what values associated with effective mathematics learning and with positive mathematical wellbeing look like. The need for teachers to be more aware and more confident of their values espousal is emphasized. Research on the JEDI approach to values learning is presented. Recent research on teacher strategies at orchestrating values alignment in their mathematics classroom is also reported.

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