Exploring mathematical values held by high school mathematics teachers

Abstract

Abstract This study explored mathematical values espoused by senior high school (SHS) mathematics teachers in mathematics teaching and learning in a municipality in Ghana. To achieve this aim, we employed an explanatory sequential mixed methods design. In the quantitative study, a census was employed to include all 53 SHS mathematics teachers in a municipality. For the qualitative phase, purposive sampling was used to select six SHS mathematics teachers recruited to complete a ‘What I Find Important (WIFI) in my mathematics learning’ questionnaire in the quantitative phase to participate in interviews. The quantitative data were analyzed using inferential statistics (principal components analysis [PCA] with Oblimin rotation and one-way multivariate analysis of variance [MANOVA]). On the other hand, the qualitative data were analyzed using a thematic analysis. Among Bishop’s six-value cluster, the findings revealed that SHS mathematics teachers preferred mathematical values of rationalism, progress, and control in mathematics teaching. Notwithstanding, there was no statistically significant disparity in what SHS mathematics teachers value across class levels. Implications for practice and future research are reported.

Keywords

• Mathematical values
• Values in mathematics education
• Mathematics teachers
• Principal components analysis
• Explanatory sequential mixed methods