Purpose:The high incidenee of mathematics anxiety and disengagement in mathematics points to poor student well-being in many mathematics classrooms.Poor well-being may arise in part from poor alignment between student...Purpose:The high incidenee of mathematics anxiety and disengagement in mathematics points to poor student well-being in many mathematics classrooms.Poor well-being may arise in part from poor alignment between student values and classroom experiences.Yet,what student well-being is and how to support it within specific subjects is poorly understood,and intersection between students'values and well-being in mathematics education is unclear.This article proposes a seven-dimensional framework of student well-being in mathematics education and examines alignment between well-being and values.Design/Approach/Methods:One hun dred n inetee n eighth-grade Australia n students responded to three opervended questions investigating their conceptions of mathematical wellbeing(MWB)and what they valued most when learning or doing mathematics.Responses were analyzed using a combined deductive/inductive thematic analysis.Findings:Findings supported the MWB framework and con firmed an alig nment betwee n stude nts'values and well-being in mathematics education.Originality/Value:Our study provides a framework for conceptualizing student well-being in mathematics education,points to areas that aim to improve student well-being,and highlights congruences and discordances between well-being and values.展开更多
Purpose:The purpose of this study is to explore the mathematical values,mathematics educational values,and educational values invoIved in mathematical modeling tasks based on different mathematical modeling perspectiv...Purpose:The purpose of this study is to explore the mathematical values,mathematics educational values,and educational values invoIved in mathematical modeling tasks based on different mathematical modeling perspectives.Design/Approach/Methods:In this con text,the prese nt study is a qualitative research based on document analysis.The data were analyzed usingsemantic content analysis,and the selected modeling tasks based on different mathematical modeling perspectives were examined at the sentence level.Findings:Control,mystery,and openness mathematical values appeared in all mathematical modeling tasks,and rationalism and objectivism mathematical values appeared in realistic/applied and socio-critical modeli ng perspectives.Product,exploration,creating,releva nee,pleasure,and application mathematics educational values also emerged in all modeling tasks.Educational values of social justice,equity,social welfare,humanity,and altruism were more important in the socio critical modeling,while the value of individualism was more emphasized in the model-eliciting approach.Originality/Value:By determining mathematical,mathematics educational,and educational values involved in mathematical modeling tasks based on different mathematical modeling perspectives,an effective and more value-balaneed mathematical modeling instruction can be provided.展开更多
文摘Purpose:The high incidenee of mathematics anxiety and disengagement in mathematics points to poor student well-being in many mathematics classrooms.Poor well-being may arise in part from poor alignment between student values and classroom experiences.Yet,what student well-being is and how to support it within specific subjects is poorly understood,and intersection between students'values and well-being in mathematics education is unclear.This article proposes a seven-dimensional framework of student well-being in mathematics education and examines alignment between well-being and values.Design/Approach/Methods:One hun dred n inetee n eighth-grade Australia n students responded to three opervended questions investigating their conceptions of mathematical wellbeing(MWB)and what they valued most when learning or doing mathematics.Responses were analyzed using a combined deductive/inductive thematic analysis.Findings:Findings supported the MWB framework and con firmed an alig nment betwee n stude nts'values and well-being in mathematics education.Originality/Value:Our study provides a framework for conceptualizing student well-being in mathematics education,points to areas that aim to improve student well-being,and highlights congruences and discordances between well-being and values.
文摘Purpose:The purpose of this study is to explore the mathematical values,mathematics educational values,and educational values invoIved in mathematical modeling tasks based on different mathematical modeling perspectives.Design/Approach/Methods:In this con text,the prese nt study is a qualitative research based on document analysis.The data were analyzed usingsemantic content analysis,and the selected modeling tasks based on different mathematical modeling perspectives were examined at the sentence level.Findings:Control,mystery,and openness mathematical values appeared in all mathematical modeling tasks,and rationalism and objectivism mathematical values appeared in realistic/applied and socio-critical modeli ng perspectives.Product,exploration,creating,releva nee,pleasure,and application mathematics educational values also emerged in all modeling tasks.Educational values of social justice,equity,social welfare,humanity,and altruism were more important in the socio critical modeling,while the value of individualism was more emphasized in the model-eliciting approach.Originality/Value:By determining mathematical,mathematics educational,and educational values involved in mathematical modeling tasks based on different mathematical modeling perspectives,an effective and more value-balaneed mathematical modeling instruction can be provided.
