Challenges of Inculcating Mathematical Values in Teaching Mathematics at Secondary Schools (38 - 50)

Abstract

Values in mathematics teaching are the deep affective qualities concerning individuals’ standards for thinking and acting in mathematics teaching. This paper aims to explore and discuss the implementation of teaching mathematical values by three secondary school mathematics teachers. Data were collected mainly through classroom observations and individual interviews. Each participant was observed three times. Interviews were carried out before and after each observation. In addition, an interview was conducted at the end of the process data collection for each participant. Findings of the study show that mathematical values in mathematics teaching werenot planned explicitly by the three teacher participants. Two mathematical values, namely objectism and openness were inculcated implicitly in mathematics teaching by the teacher participants. Generally, the value of objectism was inculcated through the use of symbols and diagrams while the value of openness was inculcated through student’s involvement in learning mathematics. Three challenges in inculcating values of objectism were to encourage self-understanding on mathematical problems, to promote problem solving in real life situations, and to encourage logical understanding on mathematical diagrams among students. The challenge in inculcating value of openness was to encourage freedom in using strategy to solve mathematical problems among students.