Values and valuing pedagogies in affect-focused mathematics teaching

Abstract

Affect-focused mathematics teaching (featuring the mathematics-grounding activity [MGA] was developed by the Shi-Da Institute for Mathematics Education in Taiwan. In this study, the values and valuing pedagogies (VPs) associated with this teaching approach were identified. Qualitative analysis of lesson videos and interview transcripts found that students value the MGA because of gamification experiences, embodiment understanding, and peer interaction. Teachers value the MGA because its pedagogies invite students’ active autonomous learning (by increasing motivations), logical thinking (toward understanding), and meaningful learning (for an inclusive learning community). These values and VPs can be grouped into affective, cognitive, and social values and VPs, with cultural issues emerging regarding the value gap between traditional teaching and MGA teaching approaches. The identification of student and teacher values, teacher valuing pedagogies, and cultural issues contributes to a deeper understanding of values and affect in mathematics education, and related practice.

Keywords

• Affect
• Mathematics pedagogies
• Values
• Valuing