2,490
Views
3
CrossRef citations to date
0
Altmetric
Articles

Examining the mathematics education values of diverse groups of students

ORCID Icon & ORCID Icon
Pages 1614-1633 | Received 28 Feb 2022, Published online: 19 Mar 2023

References

  • Aktaş, F. N., Akyıldız, P., & Dede, Y. (2021). Students’ mathematics educational values at religious vocational middle schools: A cross-sectional study. Education 3-13, 1–13. https://doi.org/10.1080/03004279.2021.1981421
  • Allen, K.-A., Kern, M. L., Vella-Brodrick, D., & Waters, L. (2017). School values: A comparison of academic motivation, mental health promotion, and school belonging with student achievement. The Educational and Developmental Psychologist, 34(1), 31–47. https://doi.org/10.1017/edp.2017.5
  • Andersson, A., & Österling, L. (2019). Democratic actions in school mathematics and the dilemma of conflicting values. In P. Clarkson, W. T. Seah, & J. Pang (Eds.), Values and valuing in mathematics education: Scanning and scoping the territory (pp. 69–88). Springer.
  • Anthony, G. (2013). Student perceptions of the ‘good’ teacher and ‘good’ learner in New Zealand classrooms. In B. Kaur (Ed.), Student voice in mathematics classrooms around the world (pp. 209–225). Brill.
  • Attard, C. (2013). “If I had to pick any subject, it wouldn’t be maths”: Foundations for engagement with mathematics during the middle years. Mathematics Education Research Journal, 25(4), 569–587. https://doi.org/10.1007/s13394-013-0081-8
  • Averill, R. (2012). Reflecting heritage cultures in mathematics learning: The views of teachers and students. Journal of Urban Mathematics Education, 5(2), 157–181. https://doi.org/10.21423/jume-v5i2a166
  • Averill, R., & Clark, M. (2012). Respect in teaching and learning mathematics: Professionals who know, listen to, and work with students. Set, 50–57.
  • Barkatsas, T., Law, H. Y., Seah, W. T., & Wong, N. Y. (2019). The valuing of mathematics learning in schools: A gendered perspective. International Journal on Emerging Mathematics Education, 3(1), 41–56. https://doi.org/10.12928/ijeme.v3i1.11648
  • Berryman, M., & Eley, E. (2017). Succeeding as Māori: Māori students’ views on our stepping up to the Ka Hikitia challenge. New Zealand Journal of Educational Studies, 52(1), 93–107. https://doi.org/10.1007/s40841-017-0076-1
  • Bishop, A. J. (1996). How should mathematics teaching in modern societies relate to cultural values: Some preliminary questions. Seventh Southeast Asian Conference on Mathematics Education (Vol. 32, June 3–7).
  • Bishop, A. J., Seah, W. T., & Chin, C. C. (2003). Values in mathematics teaching – the hidden persuaders? In A. J. Bishop, M. A. Clements, C. Keitel, J. Kilpatrick, & F. K. S. Leung (Eds.), Second international handbook of mathematics education (pp. 717–765). Springer.
  • Bonne, L. (2016). New Zealand students’ mathematics-related beliefs and attitudes: Recent evidence. New Zealand Journal of Educational Studies, 51(1), 69–82. https://doi.org/10.1007/s40841-016-0035-2
  • Butler, J., & Kern, M. L. (2016). The PERMA-Profiler: A brief multidimensional measure of flourishing. International Journal of Wellbeing, 6(3), 1–48. https://doi.org/10.5502/ijw.v6i3.526
  • Clarkson, P., Bishop, A. J., FitzSimons, G., & Seah, W. T. (2000). Challenges and constraints in researching values. In M. Goos, R. Brown, & K. Makar (Eds.), Proceedings of the 31st Annual Conference of the Mathematics Education Research Group of Australasia (pp. 188–195). MERGA.
  • Clarkson, P., Bishop, A. J., & Seah, W. T. (2010). Mathematics education and student values: The cultivation of mathematical wellbeing. In T. Lovat, R. Toomey, & N. Clement (Eds.), International research handbook on values education and student wellbeing (pp. 111–135). Springer.
  • Clarkson, P., Seah, W. T., & Pang, J. (2019). Scanning and scoping of values and valuing in mathematics education. In P. Clarkson, W. T. Seah, & J. Pang (Eds.), Values and valuing in mathematics education. ICME-13 monographs (pp. 1–10). Springer.
  • D’Ambrosio, U. (1985). Ethnomathematics and its place in the history and pedagogy of mathematics. For the Learning of Mathematics, 5(1), 44–48.
  • Davis, E. K., Carr, M. E., & Ampadu, E. (2019). Valuing in mathematics learning amongst Ghanaian students: What does it look like across grade levels? In P. Clarkson, W. T. Seah, & J. Pang (Eds.), Values and valuing in mathematics education (pp. 89–102). Springer.
  • Dawes, J. (2008). Do data characteristics change according to the number of scale points used? An experiment using 5-point, 7-point and 10-point scales. International Journal of Market Research, 50(1), 61–104.
  • Debellis, V. A., & Goldin, G. A. (2006). Affect and meta-affect in mathematical problem solving: A representational perspective. Educational Studies in Mathematics, 63(2), 131–147. https://doi.org/10.1007/s10649-006-9026-4
  • Dede, Y. (2019). Why mathematics is valuable for Turkish, Turkish immigrant and German students: A cross-cultural study. In P. Clarkson, W. T. Seah, & J. Pang (Eds.), Values and valuing in mathematics education: Scanning and scoping the territory (pp. 143–156). Springer.
  • Dickie, J., & McDonald, G. (2011). Literacy in church and family sites through the eyes of Samoan children in New Zealand. Literacy, 45(1), 25–31. https://doi.org/10.1111/j.1741-4369.2011.00574.x
  • Emmons, R. (1986). Personal strivings: An approach to personality and subjective wellbeing. Journal of Personality and Social Psychology, 51(5), 1058–1068. https://doi.org/10.1037/0022-3514.51.5.1058
  • Fan, L. (2021). Exploring issues about values in mathematics education. ECNU Review of Education, 4(2), 388–395. https://doi.org/10.1177/20965311211016002
  • Gaspard, H., Dicke, A.-L., Flunger, B., Brisson, B. M., Häfner, I., Nagengast, B., & Trautwein, U. (2015). Fostering adolescents’ value beliefs for mathematics with a relevance intervention in the classroom. Developmental Psychology, 51(9), 1226–1240. https://doi.org/10.1037/dev0000028
  • Gittelman, S., Lange, V., Cook, W. A., Frede, S. M., Lavrakas, P. J., Pierce, C., & Thomas, R. K. (2015). Accounting for social-desirability bias in survey sampling. Journal of Advertising Research, 55(3), 242–254. https://doi.org/10.2501/JAR-2015-006
  • Grootenboer, P., & Marshman, M. (2015). Mathematics, affect and learning: Middle school students' beliefs and attitudes about mathematics education. Springer.
  • Guo, J., Marsh, H. W., Parker, P. D., Morin, A. J. S., & Yeung, A. S. (2015). Expectancy-value in mathematics, gender and socioeconomic background as predictors of achievement and aspirations: A multi-cohort study. Learning and Individual Differences, 37, 161–168. https://doi.org/10.1016/j.lindif.2015.01.008
  • Halstead, J. M. (1996). Values and values education in schools. In J. Halstead & M. Taylor (Eds.), Values in education and education in values (pp. 3–14). The Falmer Press.
  • Hill, J. L. (2017). What do culturally diverse middle school students value for their mathematics learning? [Unpublished master’s thesis]. Massey University. http://hdl.handle.net/10179/13356.
  • Hill, J. L. (2018). What do culturally diverse students in New Zealand value for their mathematics learning? In G. Anthony, J. Dindyal, & V. Geiger (Eds.), Proceedings of the 41st Annual Conference of the Mathematics Education Research Group of Australasia (pp. 384–391). MERGA.
  • Hill, J. L., Kern, M. L., Seah, W. T., & van Driel, J. (2021). Feeling good and functioning well in mathematics education: Exploring students’ conceptions of mathematical wellbeing and values. ECNU Review of Education, 4(2), 349–375. https://doi.org/10.1177/2096531120928084
  • Hill, J. L., Kern, M. L., van Driel, J., & Seah, W. T. (2021). The importance of positive classroom relationships for diverse students’ well-being in mathematics education. In D. Burghs & J. Hunter (Eds.), Mathematics education for sustainable economic growth and Job creation (pp. 76–89). Routledge.
  • Hunter, J. (2021). An intersection of mathematics educational values and cultural values: Pāsifika students’ understanding and explanation of their mathematics educational values. ECNU Review of Education, 4(2), 307–326. https://doi.org/10.1177/2096531120931106
  • Hyde, J. S., Fennema, E., Ryan, M., Frost, L. A., & Hopp, C. (1990). Gender comparisons of mathematics attitudes and affect: A meta-analysis. Psychology of Women Quarterly, 14(3), 299–324. https://doi.org/10.1111/j.1471-6402.1990.tb00022.x
  • Jacobs, J. E., Lanza, S., Osgood, D. W., Eccles, J. S., & Wigfield, A. (2002). Changes in children's self-competence and values: Gender and domain differences across grades one through twelve. Child Development, 73(2), 509–527. https://doi.org/10.1111/1467-8624.00421
  • Johansson Fua, S. (2014). Kakala research framework: A garland in celebration of a decade of rethinking education. In M. Otunuku, U. Nabobo- Baba, & S. Johansoon Fua (Eds.), Of waves, winds and wonderful things: A decade of rethinking Pacific education (pp. 50–60). University of South Pacific Press.
  • Kalogeropoulos, P., & Bishop, A. J. (2019). The role of value alignment in levels of engagement of mathematics learning. In P. C. Clarkson, W. T. Seah, & J. Pang (Eds.), Values and valuing in mathematics education: Scanning and scoping the territory (pp. 115–127). Springer.
  • Kern, M. L. (2021). PERMAH: A useful model for focusing on wellbeing in schools. In K. A. Allen, M. Furlong, S. Suldo, & D. Vella-Brodrick (Eds.), Handbook of positive psychology in schools (3rd ed.). (pp. 12 – 24) Taylor & Francis.
  • Law, H. Y., Wong, N. Y., & Lee, N. Y. L. (2011). The Third Wave studies of values in effective mathematics education: Developing students' mathematical autonomy in classroom learning. The Mathematics Educator, 13(1), 72–86.
  • Law, H. Y., Wong, N. Y., & Lee, N. Y. L. (2012). A study of espoused values in Hong Kong’s mathematics classrooms. ZDM Mathematics Education, 44(1), 45–57. https://doi.org/10.1007/s11858-012-0389-y
  • Lim, C. S. (2012). Riding the Third Wave: Negotiating teacher and students' value preferences relating to effective mathematics lessons. In S. J. So (Ed.), The 12th International Congress on Mathematical Education (pp. 471–485). ICME.
  • McConatha, J. T., & Schnell, F. (1995). The confluence of values: Implications for educational research and policy. Educational Practice and Theory, 17(2), 79–83. https://doi.org/10.7459/ept/17.2.09
  • Ministry of Education. (2013). Pāsifikā education plan 2013–2017.
  • Ministry of Education. (2018). Tapasā: Cultural competencies framework for teachers of Pacific learners.
  • Murray, S. (2011). Secondary students’ descriptions of “good” mathematics teachers. The Australian Mathematics Teacher, 67, 14–21. https://doi.org/10.2307/2690863
  • OECD. (2018). Equity in education: Breaking down barriers to social mobility. OECD Publishing.
  • Österling, L., & Andersson, A. (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). PME.
  • Österling, L., Grundén, H., & Andersson, A. (2015). Balancing students’ valuing and mathematical values. In S. Mukhopadhyay & B. Greer (Eds.), Eighth International Mathematics Education and Society Conference (Vol. 3, pp. 860–872). MES.
  • Pang, J., & Seah, W. T. (2021). Excellent mathematical performance despite “negative” affect of students in Korea: The values perspective. ECNU Review of Education, 4(2), 285–306. https://doi.org/10.1177/2096531120930726
  • Podsiadlowski, A., & Fox, S. (2011). Collectivist value orientations among four ethnic groups: Collectivism in the New Zealand context. New Zealand Journal of Psychology, 40(1), 5–18.
  • Riconscente, M. M. (2014). Effects of perceived teacher practices on Latino high school students’ interest, self-efficacy, and achievement in mathematics. The Journal of Experimental Education, 82(1), 51–73. https://doi.org/10.1080/00220973.2013.813358
  • Rimm-Kaufman, S. E., Baroody, A. E., Larsen, R. A. A., Curby, T. W., & Abry, T. (2015). To what extent do teacher-student interaction quality and student gender contribute to fifth graders’ engagement in mathematics learning? Journal of Educational Psychology, 107(1), 170–185. https://doi.org/10.1037/a0037252
  • Roccas, S., Sagiv, L., & Navon, M. (2017). Methodological issues in studying personal values. In S. Roccas & L. Sagiv (Eds.), Values and behavior (pp. 15–50). Springer.
  • Rokeach, M. (1973). The nature of human values. Jossey-Bass.
  • Sakiz, G., Pape, S. J., & Hoy, A. W. (2012). Does perceived teacher affective support matter for middle school students in mathematics classrooms? Journal of School Psychology, 50(2), 235–255. https://doi.org/10.1016/j.jsp.2011.10.005
  • Samuelsson, M., & Samuelsson, J. (2016). Gender differences in boys’ and girls’ perception of teaching and learning mathematics. Open Review of Educational Research, 3(1), 18–34. https://doi.org/10.1080/23265507.2015.1127770
  • Schwartz, S. H. (2012). An overview of the Schwartz theory of basic values. Online Readings in Psychology and Culture, 2(1), 1 – 20. https://doi.org/10.9707/2307-0919.1116
  • Seah, W. T. (2019). Values in mathematics education: Its conative nature, and how it can be developed. Journal of the Korean Society of Mathematics Education, 22(2), 99–121. https://doi.org/10.7468/jksmed.2019.22.2.99
  • Seah, W. T., Baba, T., & Zhang, Q. (2017). The WIFI study: Students’ valuing of mathematics learning in Hong Kong and Japan. In J. W. Son, T. Watanabe, & J. J. Lo (Eds.), What matters? Research trends in international comparative studies in mathematics education. Research in mathematics education (pp. 333–354). Springer.
  • Seah, W. T., & Barkatsas, T. (2014). What Australian primary school students value in mathematics learning: A WIFI preliminary study. In J. Anderson, M. Cavanagh, & A. Prescott (Eds.), Proceedings of the 37th Annual Conference of the Mathematics Education Research Group of Australasia (pp. 565–572). MERGA.
  • 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(1), 71–82. https://doi.org/10.1007/s11858-012-0398-x
  • Seah, W. T., & Wong, N. Y. (2012). What students value in effective mathematics learning: A ‘Third Wave Project’ research study. ZDM: The International Journal on Mathematics Education, 44(1), 33–43. https://doi.org/10.1007/s11858-012-0391-4
  • Seligman, M. E. P. (2011). Flourish. William Heinemann.
  • Sirgy, M. J. (2021). Effects of beliefs and values on wellbeing. In The psychology of quality of life. (pp. 245 – 258) Springer.
  • Stats New Zealand. (2018). 2018 Census. www.stats.govt.nz/tools/2018-census-place-summaries/new-zealand%ethnicity-culture-and-identity
  • Sullivan, P., Aulert, A., Lehmann, A., Hislop, B., Shepherd, O., & Stubbs, A. (2013). Classroom culture, challenging mathematical tasks and student persistence. In V. Steinle, L. Ball, & C. Bardini (Eds.), Mathematics education research group of Australasia (pp. 618–625). MERGA.
  • Tang, H., Seah, W. T., Zhang, Q., & Zhang, W. (2021). The mathematics learning attributes valued by students in Eastern China. ECNU Review of Education, 4(2), 261–284. https://doi.org/10.1177/2096531120930240
  • Tiberius, V. (2018). Wellbeing as value fulfillment: How we can help each other to live well. Oxford University Press.
  • Uehara, D. L., Chugen, J., & Staley Raatior, V. (2018). Perceptions of Pacific Islander students in higher education. Journal of Diversity in Higher Education, 11(2), 182–191. https://doi.org/10.1037/dhe0000057
  • Wigfield, A., Eccles, J. S., Yoon, K. S., Harold, R. D., Arbreton, A. J., Freedman-Doan, C., & Blumenfeld, P. C. (1997). Change in children's competence beliefs and subjective task values across the elementary school years: A 3-year study. Journal of Educational Psychology, 89(3), 451–469. https://doi.org/10.1037/0022-0663.89.3.451
  • Winberg, T. M., Hellgren, J. M., & Palm, T. (2014). Stimulating positive emotional experiences in mathematics learning: Influence of situational and personal factors. European Journal of Psychology of Education, 29(4), 673–691. https://doi.org/10.1007/s10212-014-0220-y
  • Wong, N. Y. (1995). The relationship between Hong Kong students’ perception of their mathematics classroom environment and their approaches to learning: A longitudinal study [Unpublished Ph.D. thesis]. The University of Hong Kong.
  • World Health Organization. (n.d.). Gender and health. www.who.int/health-topics/gender#tab=tab_1.
  • Zhang, Q. (2019). Values in mathematics learning: Perspectives of Chinese Mainland primary and secondary students. In P. Clarkson, W. T. Seah, & J. Pang (Eds.), Values and valuing in mathematics education: Scanning and scoping the territory (pp. 185–196). Springer.
  • Zhang, Q., Barkatsas, T., Law, H. Y., Leu, Y. C., Seah, W. T., & Wong, N. Y. (2016). What primary students in the Chinese Mainland, Hong Kong and Taiwan value in mathematics learning: A comparative analysis. International Journal of Science and Mathematics Education, 14(5), 907–924. https://doi.org/10.1007/s10763-014-9615-0
  • Zhang, Q., & Seah, W. T. (2021). Thematic issue on values and valuing in mathematics education: Revisiting mathematics education from cultural perspectives. ECNU Review of Education, 4(2), 225–229. https://doi.org/10.1177/20965311211011628