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

Abstract

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
PublisherSpringer
Chapter8
Pages115-127
Number of pages13
Edition1st
ISBN (Electronic)9783030168926
ISBN (Print)9783030168919
DOIs
Publication statusPublished - 2019

Publication series

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

Keywords

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

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