Purpose:The high incidenee of mathematics anxiety and disengagement in mathematics points to poor student well-being in many mathematics classrooms.Poor well-being may arise in part from poor alignment between student...Purpose:The high incidenee of mathematics anxiety and disengagement in mathematics points to poor student well-being in many mathematics classrooms.Poor well-being may arise in part from poor alignment between student values and classroom experiences.Yet,what student well-being is and how to support it within specific subjects is poorly understood,and intersection between students'values and well-being in mathematics education is unclear.This article proposes a seven-dimensional framework of student well-being in mathematics education and examines alignment between well-being and values.Design/Approach/Methods:One hun dred n inetee n eighth-grade Australia n students responded to three opervended questions investigating their conceptions of mathematical wellbeing(MWB)and what they valued most when learning or doing mathematics.Responses were analyzed using a combined deductive/inductive thematic analysis.Findings:Findings supported the MWB framework and con firmed an alig nment betwee n stude nts'values and well-being in mathematics education.Originality/Value:Our study provides a framework for conceptualizing student well-being in mathematics education,points to areas that aim to improve student well-being,and highlights congruences and discordances between well-being and values.展开更多
Purpose:Given the un clear relationship betwee n cog nition and affect,this article reports on a study exploring how the conative variable of values may provide some explanation for students with excellent performance...Purpose:Given the un clear relationship betwee n cog nition and affect,this article reports on a study exploring how the conative variable of values may provide some explanation for students with excellent performance despite a negative attitude toward mathematics.Design/Approach/Methods:The study reported in this article represents Korea's participa-tion in the in ter national“What I Find Importa nt(in my mathematics learning)”[WIFI]study,which assesses the attributes of mathematics lear ning and teachi ng that are valued by stude nts.The participants of this study were 816 Korean students who responded to the WIFI questio nn aire.Findings:The results of principal component analysis indicated that the following five attributes about mathematics and mathematics pedagogy were valued by Korean students:understanding,connections,fun,accuracy,and efficiency.These attributes were further analyzed with relation to stude nt gen der,school system,and stude nt con fide nee.Originality/Value:Korean students'valuing of understanding and connections is noteworthy.It is hoped that the fin dings of this study might explai n Korea n stude nts'exceptio nal performa nee despite a generally low affective mode,and extending this further,how values in mathematics educatio n might be a useful con struct to help us make sense of the observed mismatch globally between high performance and low affect.展开更多
Purpose:Given that prior research has con firmed that stude nts*mathematics values sign ifica ntly affect their mathematics learning,understanding how students'values form and change,especially during different le...Purpose:Given that prior research has con firmed that stude nts*mathematics values sign ifica ntly affect their mathematics learning,understanding how students'values form and change,especially during different learning stages,is an important topic.Design/Approach/Methods:This study administered a questionnaire to investigate the values of primary,junior high,and senior high school students in Eastern China.A principal component an alysis was con ducted to investigate the factor structure of the students*lear ning values.Then,paired sample t-tests were used to examine the differences in the two continuous categories ranking of each group,and a one-way analysis of varianee with a Brown-Forsythe test was used to test the differences in the ranking of each dimension by the different grade-level groups.Findings:We found that students'mathematics learning values consist of seven elements:culture,memorization,technology,objectism,practice,understanding,and control.Students placed d iff ere nt degrees of importa nee on these seve n eleme nts at differe nt lear ning stages.Additio nally,we found that junior high school is a critical period of change in students'values.Originality/Value:These findings will be invaluable to teachers and educators as they reflect on their teachi ng approaches.Moreover,the findings that stude nts'values un dergo cha nges in the course of their schooling are important information for educators seeking to foster students' learni ng.展开更多
Purpose:This article identifies an issue in mathematics education,that is,the perceived lack of emphasis in recent times of the roles that the"person"plays in the development of mathematics.The purpose is to...Purpose:This article identifies an issue in mathematics education,that is,the perceived lack of emphasis in recent times of the roles that the"person"plays in the development of mathematics.The purpose is to exami ne how values/valui ng might con tribute to addressi ng the issue.Design/Approach/Methods:“Data”were collected from several purposeful conversations among the three authors.The conversations were audio-recorded and machine-transcribed.The transcript was then subjected to content analysis to identify themes.Findings:The data analysis yielded two novel approaches to raising learners'awareness of the humanness of mathematics.One would be to reframe the values that are operationalized when mathematics is taught and learnt,as processes of valuing which teachers and students engage in,respectively.The sec ond approach would be to ack no wledge that writers of mathematics/mathematicia ns are not simply prese nting kn owledge but are also acti ng as men tors conv eying and transmitting messages about the discipline.Originality/Value:The invoIvement of the"person" in the development of mathematics is not new knowledge,though it can be made more visible in mathematics education.This article identifies two approaches-valuing and mentoring-which are novel in that they are already part of the pedagogical process and thus,accessible.展开更多
In school mathematics,there always exist the 3Ws questions for every mathematics teacher:WHY should we learn mathematics,WHAT kinds of mathematics should we learn,and HOW to learn mathematics.There are no common answe...In school mathematics,there always exist the 3Ws questions for every mathematics teacher:WHY should we learn mathematics,WHAT kinds of mathematics should we learn,and HOW to learn mathematics.There are no common answers for each of these three questions,probably because each person has their own understandings of the 3Ws.A possible explanation for the uncertain solution is that mathematics is considered as a cultural phenomenon.To understand such a cultural phenomenon,we may first need to know the relationship between culture and mathematics.展开更多
文摘Purpose:The high incidenee of mathematics anxiety and disengagement in mathematics points to poor student well-being in many mathematics classrooms.Poor well-being may arise in part from poor alignment between student values and classroom experiences.Yet,what student well-being is and how to support it within specific subjects is poorly understood,and intersection between students'values and well-being in mathematics education is unclear.This article proposes a seven-dimensional framework of student well-being in mathematics education and examines alignment between well-being and values.Design/Approach/Methods:One hun dred n inetee n eighth-grade Australia n students responded to three opervended questions investigating their conceptions of mathematical wellbeing(MWB)and what they valued most when learning or doing mathematics.Responses were analyzed using a combined deductive/inductive thematic analysis.Findings:Findings supported the MWB framework and con firmed an alig nment betwee n stude nts'values and well-being in mathematics education.Originality/Value:Our study provides a framework for conceptualizing student well-being in mathematics education,points to areas that aim to improve student well-being,and highlights congruences and discordances between well-being and values.
文摘Purpose:Given the un clear relationship betwee n cog nition and affect,this article reports on a study exploring how the conative variable of values may provide some explanation for students with excellent performance despite a negative attitude toward mathematics.Design/Approach/Methods:The study reported in this article represents Korea's participa-tion in the in ter national“What I Find Importa nt(in my mathematics learning)”[WIFI]study,which assesses the attributes of mathematics lear ning and teachi ng that are valued by stude nts.The participants of this study were 816 Korean students who responded to the WIFI questio nn aire.Findings:The results of principal component analysis indicated that the following five attributes about mathematics and mathematics pedagogy were valued by Korean students:understanding,connections,fun,accuracy,and efficiency.These attributes were further analyzed with relation to stude nt gen der,school system,and stude nt con fide nee.Originality/Value:Korean students'valuing of understanding and connections is noteworthy.It is hoped that the fin dings of this study might explai n Korea n stude nts'exceptio nal performa nee despite a generally low affective mode,and extending this further,how values in mathematics educatio n might be a useful con struct to help us make sense of the observed mismatch globally between high performance and low affect.
基金supported by the first class financial support of China Postdoctoral Science Foundation.This research was also funded by EdUHK Dean's Research Fund(Ref.:DRF/IRS-7/18-19 and TFP-10)FLASS Internationalization and Exchange Scheme(Ref.:FLASS/IE D03/18-19).
文摘Purpose:Given that prior research has con firmed that stude nts*mathematics values sign ifica ntly affect their mathematics learning,understanding how students'values form and change,especially during different learning stages,is an important topic.Design/Approach/Methods:This study administered a questionnaire to investigate the values of primary,junior high,and senior high school students in Eastern China.A principal component an alysis was con ducted to investigate the factor structure of the students*lear ning values.Then,paired sample t-tests were used to examine the differences in the two continuous categories ranking of each group,and a one-way analysis of varianee with a Brown-Forsythe test was used to test the differences in the ranking of each dimension by the different grade-level groups.Findings:We found that students'mathematics learning values consist of seven elements:culture,memorization,technology,objectism,practice,understanding,and control.Students placed d iff ere nt degrees of importa nee on these seve n eleme nts at differe nt lear ning stages.Additio nally,we found that junior high school is a critical period of change in students'values.Originality/Value:These findings will be invaluable to teachers and educators as they reflect on their teachi ng approaches.Moreover,the findings that stude nts'values un dergo cha nges in the course of their schooling are important information for educators seeking to foster students' learni ng.
基金supported by EdUHK Dean s Research Fund(Ref.:DRF/1RS-7/18-19)FLASS Internationalization and Exchange Scheme(Ref.:FLASS/IE D03/18-19).
文摘Purpose:This article identifies an issue in mathematics education,that is,the perceived lack of emphasis in recent times of the roles that the"person"plays in the development of mathematics.The purpose is to exami ne how values/valui ng might con tribute to addressi ng the issue.Design/Approach/Methods:“Data”were collected from several purposeful conversations among the three authors.The conversations were audio-recorded and machine-transcribed.The transcript was then subjected to content analysis to identify themes.Findings:The data analysis yielded two novel approaches to raising learners'awareness of the humanness of mathematics.One would be to reframe the values that are operationalized when mathematics is taught and learnt,as processes of valuing which teachers and students engage in,respectively.The sec ond approach would be to ack no wledge that writers of mathematics/mathematicia ns are not simply prese nting kn owledge but are also acti ng as men tors conv eying and transmitting messages about the discipline.Originality/Value:The invoIvement of the"person" in the development of mathematics is not new knowledge,though it can be made more visible in mathematics education.This article identifies two approaches-valuing and mentoring-which are novel in that they are already part of the pedagogical process and thus,accessible.
基金supported by the EdUHK Dean's Research Fund(Ref.:DRF/IRS-7/18-19)FLASS Internationalization and Exchange Scheme(Ref.:FLASS/IE D03/18-19).
文摘In school mathematics,there always exist the 3Ws questions for every mathematics teacher:WHY should we learn mathematics,WHAT kinds of mathematics should we learn,and HOW to learn mathematics.There are no common answers for each of these three questions,probably because each person has their own understandings of the 3Ws.A possible explanation for the uncertain solution is that mathematics is considered as a cultural phenomenon.To understand such a cultural phenomenon,we may first need to know the relationship between culture and mathematics.
