Mathematics Education and Student Values

Identifying students’ mathematical and mathematics educational values in Turkish culture: a cross-sectional study (Identificación de los valores matemáticos y de la didáctica matemática de los estudiantes en la cultura turca: un estudio transversal)

“…In a study conducted by Dede (2006b) about mathematical values that mathematics books encompass in Turkey, similar results were obtained such that the values of openness and control were respectively placed with more emphasis than the values of mystery and progress. On the other hand, the results of the study in which Seah and Bishop (2000) examined the Singapore and Victoria mathematics textbooks revealed that the control value (similar to Turkey) and the mystery value (different from Turkey) put more emphasis on textbooks. In this context, according to the results of the present study, it can be stated that Turkish students generally display more similar characteristics to the students in the Eastern culture in terms of mathematical values.…”

“…Similarly, the study of Dede (2006b) also reveals that the values of exposition, facts and recalling are given more significance than the values of exploration, ideas and creating, respectively. Seah and Bishop's (2000) study of Singapore and Victoria mathematics textbooks showed that more emphasis was placed on the exposition, facts and recalling values. The results of the current study reveal that, as in the study of Dede (2006b), students showed more tendency towards the exposition value at the beginning of high school education.…”

“…In the present study, the results of the WIFI bipolar scale (Section B, 10 continuum dimensions items) were only reported as mentioned above. Since Section B used the bipolar scale for the first time in the measurement of values, the WIFI study is unique in this regard and different from other studies (Chin & Lin, 2001;Clarkson et al, 2000;Dede, 2015). On the other hand, the WIFI questionnaire is also significant with regards to developing a holistic viewpoint for values concerning student experiences of learning mathematics (Seah et al, 2017).…”

“…Due to the nature of values, it can be seen that observation and interview-centred qualitative research designs are mostly used in measuring values (Seah, 2008). For example, in the Values and Mathematics Project [VAMP] conducted in Australia (Clarkson et al, 2000) and the Pedagogical Values in Mathematics Teacher Education Project [VIMT] conducted in Taiwan (Chin & Lin, 2001), mathematical values were measured through questionnaires, observations and interviews, and data collected in this way were analysed by using qualitative data analysis methods. More recently, with the increasing interest in and understanding of values, mathematical values have begun to be measured with scales whose validity and reliability analysis have been conducted by using quantitative research designs (Dede, 2011(Dede, , 2013(Dede, , 2019Seah et al, 2017;Zhang et al, 2016).…”

“…On the other hand, the WIFI questionnaire is also significant with regards to developing a holistic viewpoint for values concerning student experiences of learning mathematics (Seah et al, 2017). In this respect, it was particularly developed for determining what students find important in mathematics education because individuals/students may not be aware of what they value (Clarkson et al, 2000). In this context, respondents were not asked to write what they valued in section B of the WIFI questionnaire.…”