Exploring mathematical values held by high school mathematics teachers

Artigo2025

Esenam Dorwu; Francis Kwadwo Awuah; Patrick Kyeremeh

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Resumo

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.

Dados da obra

Tipo: Artigo
Periódico: Discover Education, v. 4, n. 1, p. 1-16
Editora: Springer
Ano: 2025 (2025-03)
Idioma: en
Palavras-chave: Mathematical values; Values in mathematics education; Mathematics teachers; Principal components analysis; Explanatory sequential mixed methods; High School Teachers; Teaching Methods; Teacher Attitudes; Municipalities; Learning Processes; Mathematics Education; Foreign Countries
DOI: 10.1007/s44217-025-00457-y
ISSN: 2731-5525
Acesso: Acesso aberto
Fontes: DOAJ — Directory of Open Access Journals; ERIC — Education Resources Information Center
Na Biblioteca desde: 01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
DORWU, Esenam; AWUAH, Francis Kwadwo; KYEREMEH, Patrick. Exploring mathematical values held by high school mathematics teachers. Discover Education, v. 4, n. 1, p. 1-16, 2025. DOI: https://doi.org/10.1007/s44217-025-00457-y.

APA

Dorwu, E., Awuah, F. K., & Kyeremeh, P. (2025). Exploring mathematical values held by high school mathematics teachers. Discover Education, 4(1), 1-16. https://doi.org/10.1007/s44217-025-00457-y

BibTeX

@article{dorwu2025,
  author = {Dorwu, Esenam and Awuah, Francis Kwadwo and Kyeremeh, Patrick},
  title = {Exploring mathematical values held by high school mathematics teachers},
  year = {2025},
  journal = {Discover Education},
  volume = {4},
  number = {1},
  pages = {1-16},
  publisher = {Springer},
  doi = {10.1007/s44217-025-00457-y},
  language = {en}
}

RIS

TY  - JOUR
AU  - Dorwu, Esenam
AU  - Awuah, Francis Kwadwo
AU  - Kyeremeh, Patrick
TI  - Exploring mathematical values held by high school mathematics teachers
PY  - 2025
JO  - Discover Education
VL  - 4
IS  - 1
SP  - 1
EP  - 16
DO  - 10.1007/s44217-025-00457-y
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS