The Relationships Between Religious Beliefs and Teaching among Mathematics Teachers in Chinese Mainland, Taiwan and Hong Kong

Leu, Yuh-Chyn; Chan, Yip-Cheung; Wong, Ngai‐Ying

doi:10.1142/9789814415828_0021

Cited by 8 publications

(7 citation statements)

References 37 publications

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“…This divine view of mathematical knowledge adds a new dimension to the existing discourse in the mathematics education literature. Nevertheless, in other religious tradition such as Confucianism, Buddhism, Christianity, the idea of mathematical knowledge being created by God exists (Byl, 2007;Lawrence, 2015;Leu et al, 2015;Norton, 2000aNorton, , 2000bNorton, , 2003 but in the mathematics education literature, the religious views pertaining to the nature of mathematics are relatively less researched. The divine view is alike the absolutists' view of the nature of mathematics as they consider that the ultimate reality is 'out there'.…”

Section: Discussionmentioning

confidence: 99%

“…However, when teachers' personal history rooted in their religious beliefs and practices promotes a view that mathematical knowledge is Allah's creation and revealed through the Quran, there is an element of sensitivity in questioning religious beliefs and knowledge. Leu et al (2015) suggest that "both curriculum developers and advocates of certain instructional theories should be culturally and religiously sensitive to teachers' underlying religious beliefs." (p. 692).…”

Section: Discussionmentioning

confidence: 99%

“…Therefore, religious influences on the lives of contemporary teachers should be considered when building up an understanding of their work in the classroom. Similarly, Leu et al (2015) indicated that "religious beliefs appear deeper than general values." (691).…”

Section: Perceptions About the Nature Of Mathematicsmentioning

confidence: 99%

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Teachers’ Perceptions about Mathematics in a Socio-Religious Context: A Case from Pakistan

Amirali

Halai

2021

EURASIA J Math Sci Tech Ed

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This study investigated mathematics teachers' beliefs about the nature of mathematics and the contributory factors shaping them. A survey of 200 trained and untrained mathematics teachers from public and private schools was carried out in Karachi Pakistan, a context with a strong influence of religion on the socio-cultural practices of the people. The survey was followed by a focus-group discussion with selected teachers and is the focus of this paper. This is a groundbreaking study in a hitherto under-researched socio-religious context. Teachers across the system showed a strong similarity in beliefs. A commonly held view was that mathematics is created by Allah and mathematicians have worked with this knowledge to invent practical applications in service of religion. Teachers' experiences of learning mathematics and their deep-rooted religious beliefs shaped their views of mathematics. The study highlights the sensitive and resilient nature of teachers' beliefs and the significance of taking them into account in reforming teacher education policy and practice.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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Teachers’ Perceptions about Mathematics in a Socio-Religious Context: A Case from Pakistan

Amirali

Halai

2021

EURASIA J Math Sci Tech Ed

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“…This Project drew our attention to the relationships between values in mathematics and one's worldviews, teachers' religious beliefs in particular. Questionnaire and semi-structured interview were used in the first two studies (Chan and Wong 2014;Leu et al 2015). Both studies led us to conduct our main study (Chan and Wong 2016) which investigated teachers' enacted values in mathematics that may be related to their religious values.…”

Section: Methodologies Used In Our Studiesmentioning

confidence: 99%

Methodological Issues in the Investigation of Values in Mathematics

Chan

Wong

2019

Values and Valuing in Mathematics Education

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In this chapter, we first provide an overview on our previous investigations, then the methodologies employed are evaluated. A variety of research methodologies such as questionnaires, open-ended questions, interviews, classroom observation, episode writing, and mind maps have been employed at different stages of our intellectual journey. These methods are effective tools and helped us understand students' and teachers' beliefs and values about mathematics, mathematics learning and teaching. However, one's value is hidden and therefore not apparent. It is a deep-down notion in the sense that it is not easily unfolded. Thus, if we want to have a more holistic understanding on teachers' and students' values (in mathematics), we need a sharper methodology in which the participant is forced to make decision under a dilemmatic situation so that their values can be revealed. After providing examples of such situation that we used, we would argue that the use of hypothetical situations can enhance the investigations of values and related issues. What we used include (a) asking whether one is doing mathematics when provided with some hypothetical situations, (b) what a teacher would respond if his/her students asked whether one is doing mathematics in the given hypothetical situations, (c) how one respond to some famous mathematicians' quotes in which some controversial situations are involved, (d) hypothetical classroom situations and (e) hypothetical lesson planning. We believe that our discussions can enrich the study of values in mathematics education.

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“…For example, the second author (with his collaborators) conceptualized the notion of lived space ( Figure 2) (Wong, Marton, Wong, & Lam, 2002), which would be gradually revised and extended in time to accommodate more research agendas (e.g. teachers' knowledge and belief, in Zhang & Wong, 2015, as shown in Figure 3; and even religious worldview, in Leu, Chan, & Wong, 2015). To grasp the trend of intellectual discourse (i.e.…”

Section: Where Do Framework Come From?mentioning

confidence: 99%

How can we unfold the reality of student learning, if there is a reality: Pitfalls - and bridges - of educational research

Seah

Wong

2019

JPR

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This paper discusses some of the recurrent issues which the authors have noticed in educational research. These might be concerned with the nature of social science research, such as its representation of the reality of student learning, the role for replication studies, and the tolerance for disagreements. There are also issues related to the researching process, including the scope of prior research that should be reviewed, the purpose of triangulation, the need to be data-sensitive, the value in the complementarity of quantitative and qualitative information, relationships between theory and data, researchers' statistical literacy levels, and over-dependence on software-generated results. The fluid multi-cultural context in which education and pedagogy are situated has also meant that accessibility to knowledge is language-mediated and social reality, ever-evolving. Keywords Educational research Research methodology Mixed methods Data analysis Student learning "Say what you know, do what you must, come what may."

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The Relationships Between Religious Beliefs and Teaching among Mathematics Teachers in Chinese Mainland, Taiwan and Hong Kong

Cited by 8 publications

References 37 publications

Teachers’ Perceptions about Mathematics in a Socio-Religious Context: A Case from Pakistan

Teachers’ Perceptions about Mathematics in a Socio-Religious Context: A Case from Pakistan

Methodological Issues in the Investigation of Values in Mathematics

How can we unfold the reality of student learning, if there is a reality: Pitfalls - and bridges - of educational research

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