Values in the Mathematics Classroom

Autor/in	Daher, Wajeeh
Titel	Values in the Mathematics Classroom
Quelle	In: Educational Philosophy and Theory, 52 (2020) 3, S.284-299 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Daher, Wajeeh)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1080/00131857.2019.1618276
Schlagwörter	Mathematics Education; Preservice Teachers; Student Attitudes; Educational Philosophy; Democratic Values; Moral Values; Social Values; Correlation; Graduate Students; Educational Trends; Course Descriptions; Creativity; Critical Thinking; Skill Development; Metacognition; Content Analysis; Logical Thinking; Values Education + Suchen Sie Ihr Suchwort? Mathematische Bildung; Schülerverhalten; Bildungsphilosophie; Erziehungsphilosophie; Moral value; Ethischer Wert; Sozialer Wert; Korrelation; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Bildungsentwicklung; Kursstrukturplan; Kreativität; Kritisches Denken; Kompetenzentwicklung; Qualifikationsentwicklung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Inhaltsanalyse; Werterziehung
Abstract	Values, moral values and democratic values are attracting the attention of education researchers in general and mathematics education researchers in particular. Little research has studied pre-service teachers' perceptions of values in the classroom, their perceptions of the relationship between the different variables of values in the classroom, as well as their relationship with the democratic society. The present research attempts to do so. Twenty-two graduate pre-service teachers who participated in 'New trends in mathematics education' course discussed how to cultivated values in the mathematics classroom. Moreover, they answered survey questions related to the cultivation of values in this classroom. We used a combination of deductive and inductive content analysis to characterize the pre-service teachers' texts. The research results indicate that the pre-service teachers perceived values as encouraging students' activity in the mathematics classroom. In addition, the pre-service teachers perceived values as encouraging specific categories of values needed as skills for the citizen in a democratic society, as creativity, critical thinking and metacognition. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01