Using the What I Find Important (in mathematics learning) (WIFI) framework (Seah et al. 2017), this study investigated the aspects of mathematics learning that were ascribed particular value by the Chinese Mainland primary and secondary students. Compared with the secondary students, the primary students tended to attribute greater value to ability, effort, diligence, use of formulas and memory. The secondary students were more likely to value knowledge and thinking as components of mathematics learning. Students in general valued a teacher-led yet student-centered learning approach. In addition, gender differences were observed. Specifically, the boys tended to attribute greater value to ability, rational understanding and creativity than girls, whereas the girls tended to value mathematical exploration more highly. Copyright © 2019 The Author(s).
|Title of host publication||Values and valuing in mathematics education: Scanning and scoping the territory|
|Editors||Philip CLARKSON, Wee Tiong SEAH, JeongSuk PANG|
|Place of Publication||Cham|
|Publication status||Published - 2019|
CitationZhang, Q. (2019). Values in mathematics learning: Perspectives of Chinese Mainland primary and secondary students. In P. Clarkson, W. T. Seah, & J. Pang (Eds.), Values and valuing in mathematics education: Scanning and scoping the territory (pp. 185-196). Cham: Springer.
- Values in mathematics learning
- WIFI study
- The Chinese Mainland students