Mathematics teachers’ mathematics educational values in teaching: A case study in Hong Kong
Résumé
Present study explored what kinds of and how mathematics educational valued are espoused in mathematics classroom by classroom observation and interviewing two in-service mathematics teachers in primary and secondary schools in Hong Kong. The preliminary results revealed a significant difference in teachers’ values. Primary mathematics teaching (PMT) emphasised fun, flexibility, critical thinking, and coherence, while secondary mathematics teaching (SMT) focused on achievement, control, high order thinking, and progression. Using existing theoretical framework, the primary teacher was prone to an activist view, relational, relevance, and accessibility, in contrast to the secondary teacher, though students’ motivation and exploration were co-valued by them. We
argued that the contrast was due to teachers’ value shift in response to students’ educational stage and social expectations, reflecting the challenges of STEM talent cultivation in Hong Kong.
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