References / Referencias
- An, S., Kulm, G., Wu, Z., Ma, F., & Wang, L. (2006). The impact of cultural differences on middle school mathematics teachers’ beliefs in the U. S. and China. 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. 449–464). Springer.
- Atweh, B., & Seah, W. T. (2008). Theorising values and their study in mathematics education. Paper presented at the AARE Annual Conference, Fremantle, Australia. https://www.aare.edu.au/data/publications/2007/atw07578.pdf
- Baday Yıldız, E., Sivri, U., & Berber, M. (2012). Socio-economic development ranking of provinces in Turkey (2010). Erciyes Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi, 39, 147–167. https://dergipark.org.tr/tr/pub/erciyesiibd/issue/5896/78028
- Bishop, A. J. (1988). Mathematical enculturation: A cultural perspective on mathematics education. Kluwer.
- Bishop, A. J. (2001). What values do you teach when you teach mathematics? Teaching Children Mathematics, 7(6), 346–349. https://doi.org/10.5951/TCM.7.6.0346
- Bishop, A. J. (2012). From culture to well-being: A partial story of values in mathematics education. ZDM Mathematics Education, 44(1), 3–8. https://doi.org/10.1007/s11858-011-0379-5
- Bishop, A. J. (2016). Can values awareness help teachers and parents transition preschool learners into mathematics learning? In T. Meaney, O. Helenius, M. L. Johansson, T. Lange, & A. Wernberg (Eds.), Mathematics education in the early years-results from the POEM conference 2014 (pp. 43–56). Springer.
- Bishop, A. J., FitzSimons, G., Seah, W. T., & Clarkson, P. (1999, December). Values in mathematics education: Making values teaching explicit in the mathematics classroom. Combined Annual Meeting of the Australian Association for Research in Education and the New Zealand Association for Research in Education, Melbourne, Australia.
- Boone, W. J. (2016). Rasch analysis for instrument development: Why, when, and how? CBE—Life Sciences Education, 15(4), 1–7. https://doi.org/10.1187/cbe.16-04-0148
- Chin, C. (2006). Conceptualising pedagogical values and identities in teacher development. 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. 537–547). Springer.
- Chin, C., & Lin, F. (2001). Value-loaded actıvıtıes ın mathematıcs classroom. In M. van den Heuvel-panhuize (Ed.), Proceedings of the 25th conference of the international group for the psychology of mathematics education (Vol. 2, pp. 249–256). Psychology of Mathematics Education (PME).
- Christensen, L. B., Burke Johnson, R., & Turner, L. A. (2014). Research methods, design, and analysis (12th ed.). Pearson.
- Clarkson, P. C., Bishop, A. J., FitzSimons, G., & Seah, W. T. (2000). Challenges and constraints in researching values. In J. Bana, & A. Chapman (Eds.), Mathematics education beyond 2000: Proceedings of the 23rd annual conference of the mathematics education research group of Australasia (pp. 188–195). Mathematics Education Research Group of Australasia.
- Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education. Routledge.
- Dede, Y. (2006a). Mathematical values conveyed by high school mathematics textbooks. Educational Sciences: Theory & Practice, 6(1), 118–132. https://asosindex.com.tr/index.jsp?modul=articles-page&journal-id=1837&article-id=387705
- Dede, Y. (2006b). Values in Turkish middle school mathematics textbooks. Quality and Quantity, 40(3), 331–359. https://doi.org/10.1007/s11135-005-6133-8
- Dede, Y. (2011). Mathematics education values questionnaire for Turkish preservice mathematics teachers: Design, validation, and results. International Journal of Science and Mathematics Education, 9(3), 603–626. https://doi.org/10.1007/s10763-010-9213-8
- Dede, Y. (2013). The effect of German and Turkish mathematics teachers’ teaching experience on mathematics education values: A cross-comparative study. International Journal of Mathematical Education in Science and Technology, 44(2), 232–252. https://doi.org/10.1080/0020739X.2012.714489
- Dede, Y. (2015). Comparing primary and secondary mathematics teachers’ preferences regarding values about mathematics teaching in Turkey and Germany. International Journal of Science and Mathematics Education, 13(1), 227–255. https://doi.org/10.1007/s10763-013-9483-z
- 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 (pp. 143–156). Springer.
- Delacre, M., Lakens, D., & Leys, C. (2017). Why psychologists should by default use Welch’s t-test instead of Student’s t-test. International Review of Social Psychology, 30(1), 92–101. https://doi.org/10.5334/irsp.82
- DeMars, C. (2010). Item response theory. Oxford.
- Eckes, T. (2015). Introduction to many-facet Rasch measurement. Peter Lang.
- Fraser, B. J. (2012). Classroom learning environments: Retrospect, context and prospect. In B. J. Fraser, K. Tobin, & C. J. McRobbie (Eds.), Second international handbook of science education (pp. 1191–1239). Springer.
- Haylock, D., & Thangata, F. (2007). Key concepts in teaching primary mathematics. Sage.
- Hill, B. V. (1991). Values education in Australian schools. Australian Council for Educational Research.
- İlköğretim ve Eğitim Kanunu [Primary Education and Training Law]. (2012). Resmi Gazete (Sayı: 28261 (Mükerrer)). http://www.resmigazete.gov.tr/arsiv/23084.pdf
- Lancaster, D. L. (2006). Values in mathematics. Education Services Australia. http://www.curriculum.edu.au/verve/_resources/LeighLancaster_Values_maths.pdf
- Lavrakas, P. J. (2008). Encyclopedia of survey research methods. SAGE Publications. Table of contents only. http://www.loc.gov/catdir/toc/ecip0813/2008011838.html
- Lim, C. S., & Ernest, P. (1997, March and June). Values in mathematics education: What is planned and what is espoused? British Society for Research into Learning Mathematics day conferences, Nottingham, England.
- Linacre, J. M. (2021). A user’s guide to Winsteps Ministep Rasch-model computer programs. https://www.winsteps.com/a/Winsteps-Manual.pdf
- Ministry of National Education. (2005a). Sosyal bilgiler 4.-5. sınıf programı [Social studies curriculum (Grade 4 and 5)].
- Ministry of National Education. (2005b). Sosyal bilgiler 6.-7. sınıf programı [Social studies curriculum (Grade 6 and 7)].
- Ministry of National Education. (2018a). Matematik dersi öğretim programı (ilkokul ve ortaokul 1, 2, 3, 4, 5, 6, 7 ve 8. sınıflar) [Mathematics curriculum (primary and middle school, Grade 1, 2, 3, 4, 5, 6, 7 and 8)].
- Ministry of National Education. (2018b). Ortaöğretim matematik dersi öğretim programı (9, 10, 11 ve 12. Sınıflar) [High School Mathematics Curriculum (Grades 9, 10, 11 and 12)].
- Ministry of National Education. (2018c). Sosyal bilgiler dersi öğretim programı (ilkokul ve ortaokul 4, 5, 6 ve 7. sınıflar) [Social studies curriculum (primary and middle school, Grade 4, 5, 6, and 7)].
- Organisation for Economic Co-operation and Development [OECD]. (2019). OECD future of education and skills 2030: What is the learning compass? http://www.oecd.org/education/2030-project/teaching-and-learning/learning
- Österling, L. (2013). To survey what students value in mathematics learning: Translation and adaptation to swedish language and context of an international survey, focusing on what students find important in mathematics learning [ Unpublished master thesis, Stockholms Univesirty].
- Rhodes, B., & Roux, C. (2004). Identifying values and beliefs in an outcomes-based curriculum. South African Journal of Education, 24(1), 25–30. https://www.ajol.info/index.php/saje/article/view/24962/20647
- Scollon, R., Scollon, S. B. K., & Jones, R. H. (2012). Intercultural communication: A discourse approach (3rd ed.). Wiley-Blackwell.
- Seah, W. T. (2003, November-December). The professional socialisation of teachers in transition: A values perspective. International Education Research Conference AARE-NZARE, Auckland, New Zealand.
- Seah, W. T. (2005). The negotiation of perceived value differences by immigrant teachers of mathematics in Australia [ Unpublished doctoral dissertation, Monash University].
- Seah, W. T. (2008). Valuing values in mathematics education. In P. Clarkson, & N. Presmeg (Eds.), Critical issues in mathematics education: Major contributions of Alan Bishop (pp. 239–252). Springer.
- Seah, W. T. (2011). Study 3 What I find important (in maths learning): Discussion paper [Unpublished manuscript].
- Seah, W. T., & Andersson, A. (2015). Valuing diversity in mathematics pedagogy through the volitional nature and alignment of values. In A. J. Bishop, H. Tan, & T. N. Barkatsas (Eds.), Diversity in mathematics education (pp. 167–183). Springer.
- 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 (pp. 333–354). Springer.
- Seah, W. T., & Bishop, A. J. (2000, April). Values in mathematics textbooks: A view through two Australasian regions. Annual Meeting of the American Educational Research Association, New Orleans, LA.
- Seah, W. T., & Wong, N. Y. (2012). What students value in effective mathematics learning: A ‘third wave project’research study. ZDM Mathematics Education, 44(1), 33–43. https://doi.org/10.1007/s11858-012-0391-4
- Wright, B. D., & Linacre, J. M. (1994). Reasonable mean-square fit values. Rasch Measurement Transactions, 8(3), 370–371. https://www.rasch.org/rmt/rmt83b.html
- 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