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.

Although Chinese students learn mathematics under a Western educational model, they are learning with a Chinese mentality of examination orientation. All the Chinese cultural values such as social achievement orientation, diligence, attributing success to effort and collectivism come into play.

(Wong, Wong, & Wong, 2012, p. 7)

Edited books and Journal special issues

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