Achieving equity for all mathematical learners is an urgent challenge for educators. Within New Zealand, Pāsifika students are at a much greater risk of underachievement than students from other ethnic groups (Caygill et al. in TIMSS 2015: New Zealand Year 5 Maths results. Comparative Education Research Unit, Ministry of Education, Wellington, 2016a; Caygill et al. in TIMSS 2015: New Zealand Year 9 Maths results. Comparative Education Research Unit, Ministry of Education, Wellington, 2016b). In this chapter, we examine and explore the mathematics educational values of middle school Pāsifika students in New Zealand based on their significance in contributing to more effective and equitable mathematics learning. Drawing on survey responses and individual interviews with 131 Year Seven and Eight Pāsifika students, we highlight the most frequently espoused mathematics educational values as utility, peer collaboration/group-work, effort/practice, and family/familial support. Results from this study provide insight into what is valued by Pāsifika students and the types of classroom culture and pedagogy which could be developed to align with these students' values. The wider implications of the study address the need for educators to examine the mathematics educational values of minority students in order to provide equitable mathematics classrooms.

Although psychosocial interventions are an important adjunctive treatment, antipsychotic medications continue to be the mainstay of treatment. Careful monitoring of metabolic side effects and age-appropriate intervention is particularly important, as children and adolescents appear to be more likely to develop metabolic abnormalities such as pronounced weight gain, which may significantly impact adherence as well as lead to other health issues.

Purpose: The high incidence 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 hundred nineteen eighth-grade Australian students responded to three open-ended questions investigating their conceptions of mathematical well-being (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 confirmed an alignment between students’ 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 to target to improve student well-being, and highlights congruences and discordances between well-being and values.