Teacher alignment of values in mathematics classrooms

Wee Tiong Seah (1) , Annica Andersson (2)

1 University of Melbourne
2 Stockholm University

Teacher-student and student-student interactions in mathematics classrooms reflect what teachers and students value in mathematics teaching and learning respectively. These interactions shape and fine-tune developing values systems, which in turn affect the quality of the students' learning experiences. We propose that these teacher responses represent values alignment processes. We show three examples of teacher strategies, namely, redefining, reprioritising, and complementing. We will argue for the importance of teachers being able to develop strategies to facilitate values alignment in mathematics lessons.

Mots clés: Values alignment; values; critical incidents; volition; teacher-student interaction

Domaines: Education; Histoire et perspectives sur les mathématiques [math.HO]

Wee Tiong Seah, Annica Andersson. Teacher alignment of values in mathematics classrooms. CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education, Charles University in Prague, Faculty of Education; ERME, Feb 2015, Prague, Czech Republic. pp.3122-3128. ⟨hal-01289811⟩