Work

Values and valuing pedagogies in affect-focused mathematics teaching

Year: 2024

Type: article

Abstract: Affect-focused mathematics teaching (featuring the mathematics-grounding activity [MGA] was developed by Shi-Da Institute for Mathematics Education in Taiwan. In this study, the values and valuing pedagogies associated with this teaching approach were identified. Qualitative analysis of lesson videos and interview transcripts found that students value the MGA because of gamification experiences, embodiment understanding, and peer interaction. Teachers value the MGA because its pedagogies invite students’ active autonomous or automatic learning (by raising motivations), logical thinking (toward understanding), and meaningful learning (for an inclusive learning community). Cultural issues emerge regarding the value gap between traditional teaching and MGA teaching approaches, which may fulfil wellbeing in learning mathematics. The identification of student values, teacher valuing pedagogies, and cultural issues contributes to a deeper understanding of values and affect in mathematics education, and related practice.

Source: Social Sciences & Humanities Open

DOI: 10.1016/j.ssaho.2024.101050

Authors: Mei-Shiu Chiu, Wee Tiong Seah

Institutions: The University of Melbourne, National Chengchi University

Language: English

Topic: Mathematics Education and Teaching Techniques

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: gold

Estimated APC paid: $825