# Publications

**2024**

Seah, W. T., & Zhang, Q. (2024). Mathematical wellbeing: Connotation, significance, and analytical framework (数学幸福感:内涵、价值与理论框架). *Journal of Zhejiang Normal University (Natural Sciences), 47*. https://doi.org/10.16218/j.issn.1001-5051.2024.009

**2023**

Silvestre, A. I., Jacinto, H., Serrazina, L., Amado, N., Carreira, S., Santos, E., Tomás Ferreira, R., Martins, C., Vara Pires, M., & Castro, J. (2023). Valores no ensino e na aprendizagem da matemática: Os aspetos mais valorizados por professores portugueses (Values in the teaching and learning of mathematics: The most valued aspects by Portuguese teachers). *Quadrante, 32*(2), 49–76. https://doi.org/10.48489/quadrante.32632

Aktaş, F.N. (2023). Özel yetenekli bir Öğrencinin kaynaştırma eğitiminde Matematik sınıflarındaki değerleri hizalama stratejileri (Values alignment strategies of a gifted student in mathematics classes for inclusive education). *Edutech Research Dergisi, 1*(1), 14-25.

Piyakun, A., & Seah, W. T. (2023). Mathematical wellbeing of mathematics teachers in Thailand: An initial exploration. In M. Inprasitha, A. Sudjamnong, A. Suriyon, J. Saengpun, P. Moonpo, R. Chaovasetthakul, S. Plianram, & W. Suttiamporn (Eds.), *Proceedings of the Regional Conference of the International Group for the Psychology of Mathematics Education 2023* (pp. 49–56). PME.

Zhang, Q., Chia, H. M., & Morselli, F. (2023). Exploring the impact of distance teaching on mathematics educational values in Hong Kong: A study of in-service teachers’ perspectives.* Mathematics Education Research Journal*. https://doi.org/10.1007/s13394-023-00476-8

Bowmar, A., Hill, J., Leach, G., & Hunter, J. (2023). Students’ mathematical wellbeing during a culturally sustaining mathematics pedagogy professional development initiative. In M. Ayalon, B. Koichu, R. Leikin, L. Rubel, & M. Tabach (Eds.),* Proceedings of the 46th Conference of the International Group for the Psychology of Mathematics Education* (Vol. 2, pp. 147–154). PME 46.

Carr, M. E., Davis, E. K., & Seah, W. T. (2023). An exploration of Ghanaian students’ valuing in mathematics: How does it evolve across school levels? *Eurasia Journal of Mathematics, Science and Technology Education, 19*(10). https://doi.org/10.29333/ejmste/13542

Davis, E. K., & Abass, A. T. (2023). The attributes senior high school mathematics teachers and their students value in mathematics learning. *Asian Journal for Mathematics Education, 2*(2), 183–203. https://doi.org/10.1177/27527263231179745

Chia, H. M. & Zhang, Q. (2023). Comparing Malaysian secondary school teachers’ and students’ values in mathematics learning: A mixed method study. *International Journal of Mathematical Education in Science and Technology*. Advance online publication. https://doi.org/10.1080/0020739X.2023.2204103

Aktaş, F. N., & Dede, Y. (2023). Re-Imagining mathematics teacher education for 21st Century skills in the context of harmful mathematics educational values, In T. Barkatsas, P. McLaughlin, & W. Goff (Eds.), *Reimagining Education for the Second Quarter of the 21st Century and Beyond: Dilemmas, Challenges, Advancements and Innovations* (pp. 40-60). Brill. https://doi.org/10.1163/9789004688490_003

Aktaş, F. N., & Dede, Y. (2023). Gifted students’ mathematics educational and socio-cultural values in the decision-making process through STEM tasks. In T. Barkatsas (Eds.), *Educating gifted, talented, creative and dissimilar learners* (pp. 36-63). Brill. https://doi.org/10.1163/9789004532571_003

Aktaş, F. N., Akyıldız, P., & Dede, Y. (2023). Students’ mathematics educational values at religious vocational middle schools: A cross-sectional study. *Education 3-13, 51*(3), 480-492. https://doi.org/10.1080/03004279.2021.1981421

Aktaş, F. N. (2023). A comparative study of teachers’ values alignment strategies in the classroom: Face-to-face versus distance education. *Journal of Pedagogical Research, 7*(4), 323-338. https://doi.org/10.33902/JPR.202321313

Hill, J. L., & Hunter, J. (2023). Examining the mathematics education values of diverse groups of students.* International Journal of Mathematical Education in Science and Technology*. Advance online publication. https://doi.org/10.1080/0020739X.2023.2184280

Hill, J. L., Kern, M. L., Seah, W. T., & van Driel, J. (2023). Comparing student values and wellbeing across mathematics and science education. In M. Ayalon, B. Koichu, R. Leikin, L. Rubel, & M. Tabach (Eds.), *Proceedings of the 46th Conference of the International Group for the Psychology of Mathematics Education* (Vol. 3, pp. 59–66). PME 46.

Dede, Y., Aktaş, F. N., & Akyıldız, P. (2023). Mathematics educational values of students and teachers in Imam-Hatip high schools. *International Journal of Mathematical Education in Science and Technology*. Advance online publication. https://doi.org/10.1080/0020739X.2023.2172621

Hill, J. L., & Seah, W. T. (2023). Student values and wellbeing in mathematics education: Perspectives of Chinese primary students. *ZDM – Mathematics Education*, *55*(2), 385–398. https://doi.org/10.1007/s11858-022-01418-7

Kacerja, S., & Julie, C. (2023). Values in preservice mathematics teachers’ discussions of the Body Mass Index: A critical perspective. *The Journal of Mathematical Behavior*, *70*, 101035. https://doi.org/10.1016/j.jmathb.2023.101035

Shimada, I. (2022). 社会的オープンエンドな問題を使って算数の授業をしてみませんか [Mathematics teaching using social open-ended problems]. In 多様な価値観や数学的な見方・考え方を磨く算数授業のオープンエンドアプローチ [An open-ended approach to mathematics classes that refines diverse values and mathematical perspectives and ways of thinking]. Meiji Tosho Publishing.

Silvestre, A. I., Jacinto, H., Carreira, S., Serrazina, L., Santos, E., Pires, M. V., Amado, N., Ferreira, R. T., Martins, C., & Castro, J. (2023). O que valorizam os professores portugueses na aprendizagem da matemática? Um contributo do Values Alignment Study [What do Portuguese teachers value in mathematics learning? A contribution from the Values Alignment Study]. In Proceedings of the 32th Seminario de Investigacao em Educacao Matematica (pp. 20–35).

**2022**

Aktaş, F. N., & Dede, Y. (2022). Gifted students’ mathematics educational and socio-cultural values in the decision-making process through STEM tasks. In *Educating gifted, talented, creative and dissimilar learners: Imagining the future* (pp. 36–63). Brill. https://doi.org/10.1163/9789004532571_003

Dede, Y., Akçakın, V., & Kaya, G. (2022). Identifying students’ mathematical and mathematics educational values in Turkish culture: A cross-sectional study. *Culture and Education*. https://www.tandfonline.com/doi/abs/10.1080/11356405.2022.2058795

Hill, J. L., Bowmar, A., & Hunter, J. (2022). A preliminary study exploring the mathematical wellbeing of grade 3 to 8 students in New Zealand. In M. Vollstedt, I. Kontorovich, K. Jones, & D. Sommerhoff (Eds.)*, Proceedings of the 45th Conference of the International Group PME. *PME.

Hill, J. L., Kern, M.L., Seah, W.T., & van Driel, Jan. (2022). Developing a model of mathematical wellbeing through a thematic analysis of the literature. In C. Fernández, S. Llinares, A. Gutiérrez, & N. Planas (Ed.), *Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education* (Vol. 2, pp. 379–386). PME.

Hill, J., Kern, M. L., van Driel, J., & Seah, W. T. (2022). The importance of positive classroom relationships for diverse students’ well-being in mathematics education. In D. Burghes & J. Hunter (Eds.), *Mathematics education for sustainable economic growth and job creation* (pp. 76-89). London: Routledge. https://doi.org/10.4324/9781003048558-7

Li, Y., Zhang, W., & Seah, W. T. (2022). 小学生数学学习价值观现状的实证研究及其教学启示 (An empirical study on the current status of primary school students’ learning values in mathematics and its teaching implications). *Curriculum, Teaching Materials and Method, 42*(4), 106–112.

Kinone, C. (2022). The influences of teacher valuing on the development of student valuing in mathematics education: Consideration on values alignment strategies of mathematics teachers. *Research in Mathematics Education: A Journal of JASME, 28*(1), 1-10.

Pan, Y., Zhong, J., Hill, J. L., & Seah, T. (2022). Values which facilitate mathematical wellbeing of Chinese primary school students: A preliminary study. *The 12 ^{th}*

*Congress of the European Society for Research in Mathematics Education.*CERME. https://hal.science/hal-03745622

Seah, W. T., Pan, Y., & Zhong, J. (2022). How might values in mathematics learning affect the development of beliefs: An exploratory study with Chinese elementary students. *Asian Journal for Mathematics Education, 1*(1), 131-144. doi:10.1177/27527263221087739

Sum, E. S. W., Wong, K. L., & Seah, W. T. (2022). Attributes of mathematics learning valued by ethnic minority students in Hong Kong mainstream schools. *Asia Pacific Journal of Education*. https://doi.org/10.1080/02188791.2022.2071215

Sum, E. S. W., Wong, M. K. Y., & Seah, W. T. (2022). Storytelling as a pedagogical strategy for culturally responsive mathematics teaching. In C. Fernández, S. Llinares, A. Gutiérrez, & N. Planas (Ed.), *Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education* (Vol. 4, pp. 67–74). PME.

**2021**

Aktaş, F. N., Akyıldız, P., & Dede, Y. (2021). Students’ mathematics educational values at religious vocational middle schools: A cross-sectional study. *Education 3-13*, 1–13. https://doi.org/10.1080/03004279.2021.1981421

Dede, Y., Akçakın, V., & Kaya, G. (2021). Mathematical, mathematics educational, and educational values in mathematical modeling tasks. *ECNU Review of Education, 4*(2), 241-260.

Dede, Y., Akçakın, V., & Kaya, G. (2021). Values conveyed through distance education in geometry courses during COVID-19. *Journal of Theoretical Educational Science, 14*(3), 432-448.

Gooya, Z., & Gholamazad, S. (2021). The Covid-19 pandemic: A challenge for values in school mathematics in Iran. *Journal of Educational Research in Mathematics, 31*(3), 379–392. https://doi.org/10.29275/jerm.2021.31.3.379

Hill J. L., Kern M. L., Seah WT, van Driel J. (2021). A model of student mathematical wellbeing: Australian grade eight students’ conceptions. In Inprasitha, M., Changsri, N. & Boonsena, N. (Eds). (2021). *Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education*. PME.

Hill, J. L., Kern, M. L., Seah, W. T., & van Driel, J. (2021). Feeling good and functioning well in mathematics education: Exploring students’ conceptions of mathematical well-being and values. *ECNU Review of Education, 4*(2), 349-375. doi:10.1177/2096531120928084

Hill, J. L., Kern, M. L., van Driel, J., & Seah, W. T. (2021). The importance of positive classroom relationships for diverse students’ well-being in mathematics education. In D. Burghs & J. Hunter (Eds.), *Mathematics education for sustainable economic growth and job creation* (pp. 76–89). Routledge. DOI: 10.4324/9781003048558-7

Kalogeropoulos, P., Russo, J. A., & Clarkson, P. (2021). Exploring educator values alignment strategies in an intervention context: The emergence of the Beacon strategy. *ECNU Review of Education*, *4*(2), 327–348. https://doi.org/10.1177/2096531120923127

Li, Y., Seah, W. T., & Zhang, W. Z. (2021). The evolution of values in mathematics learning embraced by secondary students (中学生的数学学习价值观现状及其演变). *Contemporary Education and Culture (*当代教育与文化*), 13*(2), 36-41.

Pang, J., & Seah, W. T. (2021). Excellent mathematical performance despite ‘negative’ affect of students in Korea: The values perspective. *ECNU Review of Education, 4*(2), 285-306. https://doi.org/10.1177/2096531120930726

Seah, W. T., Zhang, Q., & Bishop, A. J. (2021). Mentors expressing what they value through their writings: Emphasizing the person in mathematics. *ECNU Review of Education, 4*(2), 230-240. doi:10.1177/2096531120932173

Tang, H., Seah, W. T., Zhang, Q., & Zhang, W. (2021). The mathematics learning attributes valued by students in Eastern China. *ECNU Review of Education, 4*(2), 261-284. https://doi.org/10.1177/2096531120930240

Zhang, Q., & Seah, W. T. (2021). Thematic issue on values and valuing in mathematics education: Revisiting mathematics education from cultural perspectives. *ECNU Review of Education, 4*(2), 225-229. https://doi.org/10.1177/20965311211011628

**2020**

Davis, E., Seah, W. T., Howard, N., & Wilmot, E. (2020). The attributes of mathematics learning which Ghanaian senior high school students value. *Journal of Global Education and Research, 5*(1), 1-14. doi:https://www.doi.org/https://www.doi.org/10.5038/2577-509X.5.1.1096

Kinone, C., Soeda, Y., & Watanabe, K. (2020). The influences of teacher valuing on the development of student valuing in mathematics education: Data analysis of questionnaire survey in Miyazaki Prefecture using the questionnaire WIFItoo developed by international comparative study ‘The Third Wave. *Research in Mathematics Education: A Journal of JASME, 26*(1), 43-58.

**2019**

Barkatsas, T., Law, H. Y., Wong, N. Y., & Seah, W. T. (2019). The valuing of mathematics learning in schools: A gendered perspective. *International Journal on Emerging Mathematics Education, 3*(1), 41-56. http://dx.doi.org/10.12928/ijeme.v3i1.11648.

Clarkson, P., Seah, W. T., & Pang, J. (2019). Scanning and Scoping of Values and Valuing in Mathematics Education. In P. Clarkson, W. T. Seah, & J. Pang (Eds.), *Values and Valuing in Mathematics Education: Scanning and Scoping the Territory* (pp. 1–10). Springer International Publishing. https://doi.org/10.1007/978-3-030-16892-6_1

Dede, Y. (2019). Why mathematics Is valuable for Turkish, Turkish immigrant and German students? A cross-cultural study. In P. Clarkson, W. T. Seah, & J. Pang (Eds.), *Values and Valuing in Mathematics Education* (pp. 143-156). Springer.

Aktaş, F. N., Yakıcı-Topbaş, E. S. & Dede, Y. (2019) The Elementary mathematics teachers’ values underlying teacher noticing: The Context of Polygons. In P. Clarkson, W. T. Seah, & J. Pang (Eds.), *Values and Valuing in Mathematics Education* (pp. 209-222). Springer.

Davis, E. K., Carr, M. E., & Ampadu, E. (2019). Valuing in mathematics learning amongst Ghanaian students: What does it look like across grade levels? In P. Clarkson, W. T. Seah, & J. Pang (Eds.), *Values and Valuing in Mathematics Education: Scanning and Scoping the Territory* (pp. 89–102). Springer International Publishing. https://doi.org/10.1007/978-3-030-16892-6_6

Hill, J., Hunter, J., Hunter, R. (2019). What do Pāsifika students in New Zealand value most for their mathematics learning? In Clarkson, P., Seah, W., Pang, J. (Eds) *Values and valuing in mathematics education. ICME-13 monographs. *Springer. (pp. 103- 114) https://doi.org/10.1007/978-3-030-16892-6_7

Seah, W. T. (2019). Values in mathematics education: Its conative nature, and how it can be developed. *Research in Mathematical Education*, *22*(2), 2. https://doi.org/10.7468/JKSMED.2019.22.2.99

Zhang, Q. P. (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). Springer. https://doi.org/10.1007/978-3-030-16892-6_13

**2018**

Barkatsas, T., Law, H. Y., Wong, N. Y., & Seah, W. T. (2018). Valuing from children’s perspectives as a lens to understand mathematics learning: The case of Hong Kong. In B. Rott, G. Törner, J. Peters-Dasdemir, A. Moller, & Safrüdiannur (Eds.), *Views and beliefs in mathematics education: The role of beliefs in the classroom* (pp. 43-53). Springer.

Hill, J.L, (2018). What do culturally diverse students in New Zealand value for their mathematics learning? In G. Anthony, J. Dindyal & V. Geiger (Eds.). Making waves, opening spaces. *Proceedings of the 41 ^{st} annual conference of the Mathematics Education Research Group of Australasia. *MERGA

Jiang, C., Seah, W. T., Barkatsas, T., Sylvia, S. I. L., & Cheong, I. K. (2018). Values in stem Education: Investigating Macau secondary students’ valuing in mathematics learning. In *STEM Education: An emerging field of inquiry* (pp. 132–154). Brill. https://brill.com/display/book/edcoll/9789004391413/BP000017.xml

**2016**

Seah, W. T. (2016). Values in the Mathematics classroom: Supporting cognitive and affective pedagogical ideas. *Pedagogical Research*, *1*(2), 2

Zhang, Q., Barkatsas, T., Law, H. Y., Leu, Y.-C., Seah, W. T., & Wong, N.-Y. (2016). What primary students in the Chinese Mainland, Hong Kong and Taiwan value in mathematics learning: A comparative analysis. *International Journal of Science and Mathematics Education*, *14*(5), 5

**2015**

Kamol, N. (2015). *Mathematics classroom practice of Thai primary school teachers: Four case studies*. 7th ICMI-East Asia Regional Conference on Mathematics Education, Cebu, Philippines.

Kinone, C. & Seah, W.T. (2015). 国際比較調査「第三の波」と数学教育における価値研究－WIFIスタディにおける「数学教育における価値観」の枠組みの検討 [‘The Third Wave’ international comparative project and values in mathematics education: An examination of the values framework in the WIFI study]. In *Proceedings of the 3rd Spring Research Conference of the Japan Society of Mathematical Education* (pp. 459–462). JSME.

Dede, Y. (2015). Comparing primary and secondary Mathematics teachers’ preferences regarding values about mathematics teaching in Turkey and Germany. *International Journal of Science and Mathematics Education, 13*(1). 227-255.

**2014**

Shinno, Y., Kinone, C., & Baba, T. (2014). Exploring ‘what Japanese students find important in mathematics learning’ based on the Third Wave Project. In C. Nicol, S. Oesterle, P. Liljedahl, & D. Allan (Eds.), *Proceedings of the Joint Meeting of PME 38 and PME-NA 36* (Vol. 5, pp. 169–176). PME.

Ueda, A., Baba, T., & Matsuura, T. (2014). Values in Japanese mathematics education from the perspective of open-ended approach. *Teaching Innovations, 27*(3), 69-82.

Dede, Y. (2014). A comparison of Turkish and German mathematics teachers’ values: A gender perspective. *Education and Science, 39*(171), 180 -197.

**2013**

Baba, T., Ueda, A., Osaka, N., Iwasaki, H., Kinone, C., Soeda, Y., & Shinno, Y. (2013). International comparative study ‘The Third Wave’ regarding values in mathematics education I: General trends and comparative study among target groups [in Japanese]. *Research in Mathematics Education: Journal of Japan Academic Society of Mathematics Education, 19*(2), 127-140.

Kamol, N. (2013). The Third Wave: How Thai teachers and students valued an effective mathematics lesson. Fifth International Conference on Science and Mathematics Education, Penang, Malaysia.

Kinone, C. (2013). 国際比較調査「第三の波」と数学教育における価値研究－宮崎県における価値調査データの分析 [‘The Third Wave’ international comparative project and values in mathematics education: Analysis of values survey data in Miyazaki Prefecture]. In *Proceedings of the 1st Spring Research Conference of the Japan Society of Mathematical Education* (pp. 61-68). JSME.

Kinone, C., Shinno, Y., & Baba, T. (2013). International comparative study ‘The Third Wave’ regarding values in mathematics education (2): Factor analysis on Japanese students’ values in learning mathematics. *Research Journal of Mathematical Education, 95*, 105–112.

Zhang, X., Seah, W. T., & Song, M. (2013). Chinese primary students’ perspectives regarding mathematics study: An exploratory study. In M. Inprasitha (Ed.), *Proceedings of the 6th East Asia Regional Conference on Mathematics Education (Vol. 3*, pp. 400-407). Khon Kaen, Thailand: Centre for Research in Mathematics Education.

Dede, Y. (2013). The effect of German and Turkish mathematics teachers` teaching experiences on mathematics teaching values: A cross-comparative study. *International Journal of Mathematical Education in Science and Technology, 44*(2), 232- 252.

Dede, Y. (2013). Examining the underlying values of Turkish and German mathematics teachers’ decision making processes in group studies. *Educational Sciences: Theory & Practice, 13*(1), 670- 706.

**2012**

Baba, T., Iwasaki, H. U., Atsumi, & Date, F. (2012). Values in Japanese mathematics education: Their historical development. *ZDM Mathematics Education*, *44*, 21–32.

Bishop, A.J. (2012). From culture to well-being: A partial story of values in mathematics education. *ZDM Mathematics Education, 44*(1), 3-8.

Law, H. Y., Wong, N. Y., Lee, N. Y. L. (2012). A study of espoused values in Hong Kong’s mathematics classrooms. *ZDM Mathematics Education, 44*(1), 45-57.

Lim, C.S., & Kor, L.K. (2012). ‘Excellent’ primary mathematics teachers’ espoused and enacted values of effective lessons. *ZDM Mathematics Education, 44*(1), 59-69.

Seah, W. T., & Wong, N. Y. (2012). What students value in effective mathematics learning: A ‘Third Wave Project’ research study. *ZDM Mathematics Education, 44*(1), 33-43.

Dede, Y. (2012). Why is mathematics valuable? A comparison of Turkish and German mathematics teachers. *Mathematics Education Bulletin- BOLEMA, 26*(44), 1171-1206.

**2011**

Clarkson, P., & Seah, W. T. (2011, April 8). *Mathematical well-being (MWB): Developing a new construct*. 2011 Annual Meeting of the American Educational Research Association, New Orleans, LA.

Dede, Y. (2011). Mathematics education values questionnaire for Turkish preservice mathematics teachers: Design, validation, and results. *International Journal of Science and Mathematics Education, 9*(3), 603 -626.

**2010**

Seah, W. T. (2010). The ‘third wave’: Values associated with effective learning of mathematics in Australian primary classrooms. *Research in Mathematics Education, 14*(2), 99-114.

Tan, S. F., & Lim, C. S. (2010). Effective mathematics lesson from the lenses of primary pupils: Preliminary analysis. *Procedia Social and Behavioral Sciences*, *8*, 242–247.

**2009**

Seah, W. T., & Ho, S. Y. (2009). Values operating in effective mathematics Lessons in Australia and Singapore: Reflections of pre-service teachers. In M. Tzekaki, M. Kaldrimidou, & H. Sakonidis (Eds.), *Proceedings of the 33rd conference of the International Group for the Psychology of Mathematics Education* (pp. 57–64). International Group for the Psychology of Mathematics Education.

**2008**

Ho, S. Y., & Seah, W. T. (2008). *Understanding and facilitating change in pedagogical practice: The roles of organisational culture and values*. 2nd Asia-Pacific Educational Research Conference, Singapore.

*The setting up of ‘The Third Wave Project’ in 2008 was motivated by publications such as the following:*

**2007**

Seah, W. T. (2007). What do effective mathematics lessons value: Preliminary findings from Australian primary schools. In C. S. Lim, S. Fatimah, S. Hajar, M. Y. Hashimah, W. L. Gan, & T. Y. Hwa (Eds.), *Proceedings of the Fourth East Asia Regional Conference on Mathematics Education* (pp. 417–424). Universiti Sains Malaysia.

**2006**

Chin, C. (2006). Conceptualising pedagogical values and identities in teacher development: A comparison of Taiwanese and Australian mathematics teachers. *Mathematics education in different cultural traditions – A comparative study of East Asia and the West: The 13th ICMI Study *(pp. 537**−**547). Springer.

Leu, Y. C., & Wu, C. J. (2006). The origins of pupils’ awareness of teachers’ mathematics pedagogical values: Confucianism and Buddhism-driven. *Mathematics education in different cultural traditions: The 13th ICMI study *(pp. 139**−**152). Springer.

Dede, Y. (2006). Values in Turkish middle school mathematics textbooks. *Quality and Quantity, 40*(3), 331- 359.

Dede, Y. (2006). Mathematics educational values of college students’ towards function concept. *Eurasia Journal of Mathematics, Science and Technology Education, 2*(1), 82 -103.

Dede, Y. (2006). Mathematical values conveyed by high school mathematics textbooks. *Educational Sciences: Theory & Practice, 6(*1), 81- 132.

**2005**

Leu, Y. C. (2005). The enactment and perception of mathematics pedagogical values in an elementary classroom: Buddhism, Confucianism, and curriculum reform. *International Journal of Science and Mathematics Education, 3*, 175−212.

**2003**

Bishop, A., Seah, W. T., & Chin, C. (2003). Values in mathematics teaching: The hidden persuaders? In A. J. Bishop, K. Clements, C. Keitel, J. Kilpatrick, & F. Leung (Eds.), *International handbook of mathematics education* (2nd ed., pp. 715−763). Kluwer Academic Publishers.

**2001**

Bishop, A. J. (2001). What values do you teach when you teach mathematics? *Teaching Children Mathematics, 7*(6), 6.

Chin, C., Leu, Y. C., & Lin, F. L. (2001). Pedagogical values, mathematics teaching, and teacher education: Case studies of two experienced teachers. In F. L. Lin & T. J. Cooney (Eds.),* Making sense of mathematics teacher education *(pp. 247**−**269). Springer.

Chin, C., & Lin, F. L. (2001). Mathematics teacher’s pedagogical value clarification and its relationship to classroom teaching. *Proceedings of the National Science Council, Republic of China. Part D, Mathematics Science and Technology Education, 11*(3), 114−125.

**2000**

Chang, C. K. (2000). The factors investigation of secondary students” values in mathematics [in Chinese]. *Journal of Science Education, 10*, 131−147.

Chin, C., & Lin, F. L. (2000). A case study of a mathematics teacher’s pedagogical values: Use of a methodological framework of interpretation and reflection. *Proceedings of the National Science Council, Republic of China. Part D, Mathematics Science and Technology Education, 10*(2), 90−101.

**1999**

Clarkson, P., & Bishop, A. (1999). *Values and mathematics education*. 51st Conference of the International Commission for the Study and Improvement of Mathematics Education, University College, Chichester, UK.

Kuo, R. R. & Chang, C. K. (1999). The obstacles of values teaching of two junior high school mathematics teachers [in Chinese]. *Journal of Science Education, 11*, 29−51.

Wu, C. J., & Lin, F. L. (1999). The dichotomizing views of research methodology on the study of values: Dynamic interview and reflective constructing. *Proceedings of the National Science Council Republic of China. Part D Mathematics Science and Technology Education, 9*(3), 89−98.

**1988**

Bishop, A. J. (1988). *Mathematical enculturation: A cultural perspective on mathematics education*. Kluwer Academic Publishers.

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