The role of value alignment in levels of engagement of mathematics learning

Low levels of student engagement in mathematics education has been a growing concern in the Australian context and internationally. In this chapter, we will explore how value alignment strategies (Scaffolding, Balancing, Intervention and Refuge) could be used to rework conflict, resentment and disengagement of students in the mathematics classroom. When students are encouraged to discuss their individual thoughts and opinions, ideas and approaches, students’ values and identities become more apparent. We also begin to explore the notion of identity as an extension to the completed work on value alignment strategies. We propose a possibility that value alignment strategies could be the catalyst in many more students proclaiming that ‘mathematics is my most valuable subject!’