Abstract
This chapter addresses the role of values in mathematics teachers’ thinking, and the relationship of those values to teachers’ classroom practices, in order to examine the assumption raised in Bishop’s chapter that the more teachers understand about their own value positions the better teachers they will be. Studying values from two aspects, referred to as social identity and valuing, we explore two mathematics teachers’ pedagogical values and the degrees of value clarification and their relation to changes in classroom teaching. We also examine the research questions related to this assumption, such as “How can we explore teachers’ values?” and “How can we help teachers understand their own values and the relationship of those values to classroom mathematics teaching?” Some activities that might be useful in initiating mathematics teachers’ professional development through value clarification are provided and criteria suggested.
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Chin, C., Leu, YC., Lin, FL. (2001). Pedagogical Values, Mathematics Teaching, and Teacher Education: Case Studies of Two Experienced Teachers. In: Lin, FL., Cooney, T.J. (eds) Making Sense of Mathematics Teacher Education. Springer, Dordrecht. https://doi.org/10.1007/978-94-010-0828-0_12
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DOI: https://doi.org/10.1007/978-94-010-0828-0_12
Publisher Name: Springer, Dordrecht
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