Valuing from children's perspectives as a lens to understand mathematics learning: The case of Hong Kong

Barkatsas, A, Law, H, Wong, N and Seah, W 2018, 'Valuing from children's perspectives as a lens to understand mathematics learning: The case of Hong Kong' in Benjamin Rott, Günter Törner, Joyce Peters-Dasdemir, Anne Möller and Safrudiannur (ed.) Views and Beliefs in Mathematics Education, Springer Nature Switzerland AG, Cham, Switzerland, pp. 43-53.


Document type: Book Chapter
Collection: Book Chapters

Title Valuing from children's perspectives as a lens to understand mathematics learning: The case of Hong Kong
Author(s) Barkatsas, A
Law, H
Wong, N
Seah, W
Year 2018
Title of book Views and Beliefs in Mathematics Education
Publisher Springer Nature Switzerland AG
Place of publication Cham, Switzerland
Editor(s) Benjamin Rott, Günter Törner, Joyce Peters-Dasdemir, Anne Möller and Safrudiannur
Start page 43
End page 53
Subjects Secondary Education
Mathematics and Numeracy Curriculum and Pedagogy
Primary Education (excl. Maori)
Summary Values, as a culturally-specific notion, have a vital role to play in classroom mathematics learning. In this paper, we argue that valuing, especially from the children's perspective, serves as a lens for us to better understand on how they perform in mathematics learning. To develop such a lens, we investigated the componential structure of Hong Kong mathematics students' by utilising a values questionnaire as a lens to better understand what the students find important in mathematics learning. A Principal Component Analysis has been used in this study with the objective to interrogate the data. The analysis of the data led to the identification of nine components valued by Hong Kong students in their mathematics learning. We discuss the findings in terms of the Hong Kong culture in the context of Hong Kong and the value categories, and suggest implications for future research studies.
Copyright notice © Springer Nature Switzerland AG 2018
Keyword(s) Valuing
students' perspectives
mathematics learning
componential structure
DOI - identifier 10.1007/978-3-030-01273-1_5
ISBN 9783030012724
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