Around the world the prevalence of mathematics anxiety and disengagement point to a poor sense of student 'mathematical wellbeing'. Mathematical wellbeing is defined here as the fulfilment of one's ultimate or core values, accompanied by positive feelings and functioning in mathematics education. Yet student wellbeing and how to support it in…

Purpose: The high incidence of mathematics anxiety and disengagement in mathematics points to poor student well-being in many mathematics classrooms. Poor well-being may arise in part from poor alignment between student values and classroom experiences. Yet, what student well-being is and how to support it within specific subjects is poorly…

Valuing constitutes an important aspect of mathematics pedagogy and hence student learning outcomes. This study surveyed 416 students from Cape Coast, Ghana to explore what senior high school students in this country in West Africa valued in their study of mathematics. The data collected were analyzed using principal component analysis. The…

625 primary and secondary students from schools in Melbourne and Geelong completed the WIFI Questionnaire to nominate what they valued in their mathematics learning. A content analysis of students' responses to an open-ended question about what they valued most resulted in a list of 64 unique values. A new, fourth category of values in mathematics…

Purpose: Given that prior research has confirmed that students' mathematics values significantly affect their mathematics learning, understanding how students' values form and change, especially during different learning stages, is an important topic. Design/Approach/Methods: This study administered a questionnaire to investigate the values of…

Grades 5/6 students in Melbourne reported the valuing of "achievement," "open-endedness," "relevance," "humanism," "ICT," and "openness" most in mathematics learning. Although prior research suggested that students in East Asia valued "achievement" most as well, there was an…

This article provides an exploratory case study that examines what one teacher indicated as unexpected as she worked to become more purposeful about her classroom discourse practices. We found that she highlighted three areas as being unexpected: (1) aspects of lesson enactment; (2) characteristics of student learning and (3) her own…

Values are taught in every lesson; however, in mathematics classes this seems to be implicit rather than explicit. This paper discusses an approach to explore the values that teachers teach in mathematics sessions and outlines methodological issues encountered in researching these values. First, ways of researching values is discussed and worked…

Values in mathematics education are those deep, affective qualities which education aims to foster through the school subject of mathematics and are a crucial component of the classroom affective environment. As a result of demands that students become more economically oriented and globally conscious, mathematics educators are being challenged as…