Examination of Mathematical Values in Classroom Practices: A Case Study of Secondary Mathematics Teachers

Abstract

Teachers’ preferences in decision-making by means of their pedagogical content knowledge about how students can learn better compose the values. These decisions reflect their personal values. Thereby, hints for the values owned by them are found in classroom practices when required in their decision-making. The purpose of the current study is to reveal the mathematical values of secondary mathematics teachers reflected in during the classroom practices. It was designed as a case study which is one of the qualitative research designs. Participants were 5 secondary mathematics teachers working at various secondary schools. Sampling was determined via the purposeful sampling method. Data collection tools consisted of semi-structured interviews based on the class scenarios and class observations which were video-recorded. Data was analyzed by content analysis method and according to the results, it was found that while teachers had values regarding the mathematics even if insufficiently in some dimensions, they didn’t reflect other dimensions in classroom practices. They reflected objectivism, control and openness values more than complementary value duals. Finally, discussion and suggestions for mathematics education are presented in the light of the findings.