Inculcating values in mathematics teaching among secondary school mathematics teachers

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dc.contributor.authorDollah, Mohd Uzi
dc.date.accessioned2014-11-18T07:47:05Z
dc.date.available2014-11-18T07:47:05Z
dc.date.issued2007
dc.descriptionPhDen_US
dc.description.abstractThis qualitative research explored values in mathematics teaching as espoused by three secondary school mathematics teachers in Malaysia. There are three main categories of values, namely general education values, mathematical values and mathematics education values. This study seeks to answer three research questions: what are the values inculcated in mathematics teaching?; are these values planned before mathematics teaching?; and are there any conflict between what is planned and what is inculcated? The Form Four mathematics teachers from two secondary schools in Kuala Kubu Bharu District participated in the study. Data were collected mainly through classroom observations, individual interviews, field notes and documents. All teaching sessions were video-taped while the interviews were audio-taped for analysis. Each participant was observed three times. Interviews were carried out before and after each observation. The final interviewed were conducted for each participant before the field work end. The finding of the study indicated that all participants did not consider the inculcation of values to be done explicitly. All participants expressed some incorporated values in their teaching only after being prompted during the pre or post interviews by the researcher. Values were inculcated in teaching either implicitly or explicitly. All participants were conscious of general educational values, especially the values related to self development such as gratitude, respect and confidence. All participants did not realize about inculcating mathematical values in teaching, although there were two values, namely objectisme and openness, implicitly inculcated in teaching. There were mathematics education values implicitly inculcated without being aware by participants. The values were formalistic, instrumental, relevant, theoretical, accessibility and evaluation values. Three general education values inculcated explicitly in teaching were truthfulness, appreciation and respects. Although these participants intended to incorporate some values in their teaching, there were conflicts that hindered them from doing it sometimes. Three conflicts were identified. The first conflict in inculcating openness value was whether to be completely implemented or not. The second conflict was in choosing the right strategy for inculcating accessibility value. The third conflict was the preference in inculcating whether activist or formalistic values.en_US
dc.identifier.urihttp://hdl.handle.net/123456789/573
dc.language.isoenen_US
dc.subjectEducationen_US
dc.subjectInculcating valuesen_US
dc.subjectmathematics teachingen_US
dc.subjectmathematics teachersen_US
dc.titleInculcating values in mathematics teaching among secondary school mathematics teachersen_US
dc.title.alternativea case studyen_US
dc.typeThesisen_US
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