Mathematical, Mathematics Educational, and Educational Values in Mathematical Modeling Tasks

Abstract

Purpose: The purpose of this study is to explore the mathematical values, mathematics educational values, and educational values involved in mathematical modeling tasks based on different mathematical modeling perspectives. Design/Approach/Methods: In this context, the present study is a qualitative research based on document analysis. The data were analyzed using semantic content analysis, and the selected modeling tasks based on different mathematical modeling perspectives were examined at the sentence level. Findings: Control, mystery, openness mathematical values appeared in all mathematical modeling tasks, and rationalism and objectivism mathematical values appeared in realistic/applied and socio-critical modeling perspectives. Product, exploration, creating, relevance, pleasure, and application mathematics educational values also emerged in all modeling tasks. Educational values of social justice, equity, social welfare, humanity, and altruism were more important in the socio-critical modeling, while the value of individualism was more emphasized in the model eliciting approach. Originality/Value: By determining mathematical, mathematics educational, and educational values involved in mathematical modeling tasks based on different mathematical modeling perspectives, an effective and more value-balanced mathematical modeling instruction can be provided.

Technological Factors Towards Student’s Achievement in Mathematics

“…Additionally, E-learning may be considered as the process of integrating the materials and technology necessary to carry out the process of digitally supporting learning. In many educational institutions (Dede et al, 2021), e-learning establishes a new paradigm for delivering contemporary education with more efficacy. Additionally, when technology is employed, it is often incorporated into more conventional, pedagogic methods rather than being used in meaningful student-centered ways (Van et al, 2021).…”

Exploring Issues About Values in Mathematics Education

“…While the study provided new insight that might help improve mathematics teaching and learning, further study, particularly at a large scale, is needed to confirm the observation. Dede et al (2021) employed a semantic content analysis approach to examine the mathematical values, mathematics educational values, and educational values reflected in 16 mathematical modeling tasks from Brazil, Germany, U.K., and U.S. Those modeling tasks were selected from published Fan studies, with four tasks being in each of the four different perspectives: realistic/applied modeling, model eliciting approach, socio-critical modeling, and cognitive modeling. By analyzing each sentence in these tasks, the study found that the mathematical values of "control, mystery and openness" appeared in all the modeling tasks, and the mathematical values of "rationalism and objectism" appeared in the tasks in the realistic/applied and socio-critical modeling perspectives; the mathematics educational values of "product, exploration, creating, relevance, pleasure, and application" also emerged in all the modeling tasks; and the educational values of "social justice, equity, social welfare, humanity, and altruism" were more important in the socio-critical modeling, and the educational value of "individualism" was more emphasized in the model eliciting approach.…”

Values and Valuing Across Cultures and Time Zones

“…The focus is on mathematics educational values (Bishop, 1988(Bishop, , 1996 and their reasons, involving Pāsifika students in New Zealand. As in the research conducted by Dede et al (2021), Hunter (2021 acknowledges the values as being anchored in society, mathematics and mathematics education. Thus, the cultural background of the learner has a bearing on their values (Lee & Seah, 2015;Seah, 2016;Zhang, 2019;Zhang et al, 2016).…”

“…More than that, sharing their views with Hill et al (2019), "when values were acknowledged in the mathematics classroom, relationships were strengthened, students' cultural identities were affirmed, students became more engaged, and, ultimately, mathematics learning was enhanced." In any case, the transference of values, as considered by Dede et al (2021), or alternatively the alignment of values, are of importance and interest to be investigated. Kalogeropoulos et al (2021) understand values as a conative variable and develop a qualitative research on the interplay between values and decision making at school.…”

“…). As in the studies ofDede et al (2021) andHunter (2021), the focus is on variations of values; in this…”