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Lecture 2 Teaching of Mathematics

The document discusses the differences between values, attitudes, and beliefs, noting that values are more central and deeply held than attitudes. It also examines the relationship between culture, values, and beliefs. Additionally, it analyzes the types of values that are often implicitly taught in mathematics lessons, including general educational values, mathematical values, and mathematics educational values.

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Ahmad Shah
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36 views

Lecture 2 Teaching of Mathematics

The document discusses the differences between values, attitudes, and beliefs, noting that values are more central and deeply held than attitudes. It also examines the relationship between culture, values, and beliefs. Additionally, it analyzes the types of values that are often implicitly taught in mathematics lessons, including general educational values, mathematical values, and mathematics educational values.

Uploaded by

Ahmad Shah
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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What are values, attitude and beliefs?

• close relationship between values


(emotional affiliation; more central and
deeply held) and attitudes (behavioral;
reflected in our patterns of response to
particular situations
• Culture is an organized system of values
• values can be personal and social
• Whereas attitudes has no social side
• Belief: whole cognition of an individual about a topic
• values can be seen as a practicing tool of beliefs
• Values are interested in being important of fact or not being
important of fact
• degree to which something is true = (belief)
• degree to which something is important = (value)
• Belief exists in a context
• values exists in absence of context
• What are values? Where are they located? What methodology
should be adopted to uncover (or construct) the values within a
specific set of curriculum practices?
Belief Value(s)
Mathematical proofs need to be taught to students. Rationalism

What is important in mathematics has been and will be Mystery


shown by mathematicians.
All that matters in mathematics is getting the right Product
answer(s), nevermind the methods used.
Mathematics assessment should focus on multiple-choice Product
and short-answer questions.
Full marks should be awarded for correct method shown, process
even if the numerical value is wrong
What is learnt in school mathematics is relevant to life and Relevance
work.
The new Maths Methods (CAS) is what school mathematics Relevance
should be about.
School mathematics is about understanding and learning concept
ideas.
Belief Value(s)
The role of the mathematics teacher is to teach Authority
concepts and demonstrate associated skills.
The role of the mathematics teacher is to teach Authority
concepts and demonstrate associated skills.
The role of the mathematics teacher is to teach Authority
concepts and demonstrate associated skills.
School mathematics provides us with tools for Tool
successful problem-solving
As a teacher, I believe that student group work is Communica
essential in their mathematics learning experience. tion
students in my class are free to work with the Responsibili
manipulatives at any time. ty

(Source: Seah &Bishop, 2002)


• deductive-axiomatic = general to specific and self evident
• Absolutist philosophers abstract science = having no
physical existence only in mind and ideas; no social
choice; value-free
• But mathematics is loaded with values. It is not neutral
• values are generally taught implicitly rather than explicitly
• Bishop classifies values taught in mathematics lessons
into three different types
I. general educational values
II. mathematical values
III. mathematics educational values
• General Educational Values
• Help in Improvement of society, stuudents etc.
• such as; good behaviour, integrity, obedience, kindness
and modesty
• Mathematical Values
• reflect the nature of mathematical knowledge
• Different cultures teach different values
• Bishop classifies mathematical values into complementary
(enhancing quality of each other)three categories
• i) Rationalism-Objectism = correctness - objects and
symbols which is an instrument to concretize (make
difinite form) mathematics that has abstract language
ii) Control-Progress:
Mathematics' results have correct answers that
can always be controlled
other aspect is open to progress every time
iii) Openness- Mystery
discussing and analyzing mathematical
theorems, ideas, results
mystery and surprise e.g. (pi number)
• Rationalism: Reason, hypothetical reasoning, logical
thinking, explanation, abstractions, theories.
• 1.b) Objectivism: Atomism, materialism, determinism,
analogical thinking, objectivisim, concretizing, symbolizing.
• 2.a) Control: Prediction, knowing, security, mastery over
environment, rules, power.
• 2.b)Progress: Growth, cumulative development of
knowledge, generalization, questioning, alternativism. 3.a)
Openness: Facts, articulation, demonstration, verification,
universality, individual liberty, sharing.
• 3.b) Mystery: Abstractness, unclear origins, dehumanized
knowledge, wonder, mystique.
c) Mathematics Educational Values
differences according to countries, cities, school
types and grades; For example; choice of problem
solving strategies
Formalistic view- Activist view: deductive and
receptive learning- intuition and discovery
learning; inductive
ii) Instrumental understanding/learning-Relational
understanding/learning: learning rules, operations
and formulations - relationships among concepts
and forming appropriate graphics.
iii) Relevance - Theoretical knowledge: solving
daily problems - teachings mathematics at
theoretical basis and far from daily events
iv) Accessibility –Special: preparing
mathematical activities by either everyone or
just by people who has talent in it.
v) Evaluating - Reasoning: Students are asked to
realise the steps of knowing, applying routine
operations, searching solving problem,
reasoning and communicating in order to solve
a problem

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