Values in Mathematics: The Teachers’ Perspective in Pakistani Context
Human beings everywhere and throughout time have used mathematics (Bishop, 1988). The mathematics typically can be observed as behaviours illustrating by different values — control, efficiency, mystery, communication, responsibility, rationalism, concept, progress, authority, openness, process, objectivism questioning, reasoning, and connection etc. Values are an integral part of our daily life.
The most important effort in mathematics education is about meaning and significance of mathematics, which is not exposed by the teaching practices. Why is mathematics to be learnt? Why is mathematics to be taught? Why is math applicable?
Unfortunately sufficient has not been written or known about the values which mathematics teachers should or think they are imparting, or how successfully they can impart them.
In terms of mathematics education, it may happen that teachers are unaware of some of the values they portray in mathematics classes, but are keen to promote them in their students once these are drawn to their attention.
Unconsciously most of the teachers teach values but that most values teaching and learning in mathematics classes happens implicitly. A many teachers, who believe that mathematics learning has value for their classes, may have never considered the importance of particular values they are imparting.
It is clear that school mathematics education involves teaching of mathematics values. Some desired learning outcomes or objectives on values are explicitly taught and are explicitly aimed by the math teachers and other values are only implicitly taught and imbedded in classroom practices.
It is evident student learn various values from different teachers’ practices and these values have impact on students’ participation in school mathematics and with their mathematical activities.
The explication of values, however, can contribute to the interpretation of classroom practices and outcomes. Values can be assess by side-remarks that some students either started with when commenting on the lesson or deliberately used to interrupt their other comments or assessment of class room-instruction.
Being an under developing country, Pakistani teacher training system have to incorporate special training courses for pre and post service teachers so that they can aware about values that are important to portray in students by planed and hidden curriculum activities so that they become globally valuable in the subject of mathematics.
Journal of the World Universities Forum, Volume 3, Issue 6, pp.1-16.
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Assistant Professor, Bank Road Campus, Division of EDucation, University of Education, Lahore, Punjab, Pakistan
Ms. Abida is an eminent educationist. She has 22 years of teaching experience at College and University level. She is a researcher of high caliber and has supervised approximately 250 Research Projects at University level. Currently, she holds the designation of Assistant Professor at University Of Education, Lahore She has compiled books on diversified topics. The titles of the books are as follows: Contemporary Modes of Thoughts in Philosophy of 21st Century, Basics of Educational Research with SPSS Analysis, Phonetics and Phonology in English, Educational Research and electronic data analysis, and Introduction to Education. Her various mode of international papers has been published.
Doctoral Fellow and Associate Faculty Member, Division of Education, University of Education, Lahore, Punjab, Pakistan
Mr. Muhammad Azeem is working as Assessment and Research Specialist at Punjab Education Assessment System, Govt. of The Punjab, Lahore, Pakistan. He has submitted his Doctoral Thesis at the Division of Education, University of Education, Lahore under Indigenous PhD Fellowship from HEC Pakistan. His area of interest is Educational Assessment, Evaluation, and Testing.He has written a number of articles and research papers in different local and international magazines and journals. He has presented papers on Quality Ensurance and Validity in the context of Education. He has visited School of Education, University of Leicester, UK as Doctoral Research Fellow.
Assistant Professor, Department of Education, Hazara University, Mansehra, Pakhtoonkhwa, Pakistan
Dr. Muhammad Iqbal Majoka is teaching and supervising research students at M.Ed, M.Phil& Ph.D Level. His field of interets are Educational Psychology (Learning) & Educational Research He has a vast experience of classroom teaching at secondary level in the subjects of mathematics and physics. His research paper entitled “Effect of Cooperative Learning on Academic Achievement and Retention of Secondary Grader Mathematics Students” has been published in “Journal of Education Research” Vol 10, No 1, 2007, PP 44-56. Department of Education, The Islamia University of Bahawalpur Pakistan 2008. Among the students under supervision, four M.Phil scholars have completed their research and their results for M.Phil degree have been notified. The topics of research theses are : 1.Quality Education in Public and Private Sector at Secondary Level in Hazara Region. 2.Evaluation of Library Services in Govt. Higher Secondary Schools for Boys in NWFP. 3.To Compare Learning Outcomes of 7th Grade Students Taught by Cooperative Learning Versus Traditional Method of Teaching in Social Studies. 4.Effect of Cooperative Learning on Learning Outcomes in Mathematics Class at Primary Level.
Career Advisor, Beaconhouse School System, Lahore, Punjab, Pakistan
Munira Akhtar is a well known and qualified educationist. She has twenty years of diversified experience as a teacher, career counselor, language specialist and school administrator. She has taught IELTS, TOEFL, A/O Level English, and English Language Courses to students of different levels and professionals of diverse background. She is also visiting faculty member of various prestigious institutions including Kinnaird College and University for Women. She is currently working as Career Advisor in Beaconhouse School System.
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