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Teaching values and valued teaching in the mathematics classroom: toward a research agenda

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Abstract

In this paper, we first discuss the teaching of values by focusing on the kinds of values that have been discussed and studied in the other papers in this special journal issue and elsewhere. Then we raise a number of issues about the product-based values in mathematics education, which we identify as teaching values and which can be realized through classroom instruction. In the second section, we discuss the process-based valued teaching methods used to maximize the realization of the teaching values in the classroom. As valued teaching may be perceived differently by different people, in the discussion we analyze how it is seen from both students’ and teachers’ perspectives. We end this paper by discussing a number of methodological issues in studying teaching values and valued teaching as well as offering suggestions for future research.

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Acknowledgments

Preparation of this paper was supported by a grant from the Spencer Foundation. Any opinions expressed herein are those of the authors and do not necessarily represent the views of Spencer Foundation.

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Authors and Affiliations

  1. University of Delaware, Newark, USA

    Jinfa Cai & Tammy Garber

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  1. Jinfa Cai
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  2. Tammy Garber
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Correspondence to Jinfa Cai.

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Cai, J., Garber, T. Teaching values and valued teaching in the mathematics classroom: toward a research agenda. ZDM Mathematics Education 44, 91–97 (2012). https://doi.org/10.1007/s11858-012-0404-3

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  • DOI: https://doi.org/10.1007/s11858-012-0404-3

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