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

Penelope Kalogeropoulos, Philip Clarkson

    Research output: Chapter in Book/Report/Conference proceedingChapter (Book)Researchpeer-review


    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!’
    Original languageEnglish
    Title of host publicationValues and Valuing in Mathematics Education
    Subtitle of host publicationScanning and Scoping the Territory
    EditorsPhilip Clarkson, Wee Tiong Seah, JeongSuk Pang
    Place of PublicationCham Switzerland
    Number of pages13
    ISBN (Electronic)9783030168926
    ISBN (Print)9783030168919
    Publication statusPublished - 2019

    Publication series

    NameICME-13 Monographs
    ISSN (Print)2520-8322
    ISSN (Electronic)2520-8330


    • values
    • value alignment strategies
    • student engagement
    • student disengagement
    • mathematical identity

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