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Values in

Mathematics

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Mathematical values are associated with

the nature of mathematical knowledge

itself, and are derived from the way

mathematicians of different cultureshave developed the discipline of

mathematics.

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Six Kinds of Values to be Investigated

Bishop (1996) has identified three kinds

of values to be considered in the

mathematics classroom:

the general educational,

the mathematical,and the specifically mathematics

educational.

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General Educational

General educational values are qualities

which teachers, schools and/or the

society/culture aim to inculcate in their

pupils, but which are not mathematical

in nature.

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In Bishops opinion,

values in mathematics education are the

deep affective qualities which education

fosters through the school subject of

mathematics.

They appear to survive longer in

peoples memories than does

conceptual and procedural knowledge,which unless it is regularly used tends to

fade. (Bishop, 1999, p. 2)

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Based on White's (1959) ideological,

sentimental and sociological components

of culture, Bishop (1988, chap. 3)

classified values of mathematical culture.

He identified three corresponding,

complementary pairs of mathematical

values, namely, rationalism/objectism,

control/progress, and openness/mystery.

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Social Values In Mathematics

Mathematics helps in the proper organisation and

maintenance of a fruitful social structure.

It plays an important role in the proper setting up of social

institutions such as banks, co-operatives, railways, postoffices, insurance companies, industries, transports,

navigation and so on.

Effective business transactions, exports and imports, trade

and commerce and communication cannot take placewithout Mathematics.

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Aesthetic Values In Mathematics

Mathematics enriches with its aesthetic appeal.Moving considerably beyond the mere amusement found in

games, the elegance and gracefulness of Mathematical

relationships touches our emotions, much like music and art

can reach inside the psyche and make us feel truly alive(Clawson2004).

When we go through the biographies of great

Mathematicians, we see that almost all of them were

attracted to this divine discipline, by realising its beauty.

They were not studying Mathematics, but worshipping it.The fineness, the harmony, the symmetry everything adds its

beauty.

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Values in the mathematics

classroom The norms and practices of doing school

mathematics as advocated by

mathematics teachers, textbooks and toa lesser degree, perhaps, the school

ethos, reflect values which are both

mathematical and educational.

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Examples of such values would includeencouraging pupils to display in detail

their problem-solving workings, to

double-check answers for accuracy, and

to work through mathematics practicequestions efficiently.

Pupils need to responsible with the

answer that find. Teacher needs to instill the value of

curiosity in students.

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Pupils need to be patient in the progress of

finding solution in a problem solving. Honest with the solution that found.

Fostering children s problem solving, problem

posing, and Mathematical thinking.

Fostering Students Metacognitive Processes

and Higher Order Thinking Skills.Campione et

al. (1989) claimed that attention to

metacognitive aspects of learning can play acentral role in improving instructional

programs and methods of assessment.

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Thank You