Values in Mathematics and Science Education: similarities and differences

Abstract

In the modern knowledge economy, societies are demanding greater mathematical and scientific literacy and expertise from their citizens than ever before. Values are an inherent part of the educational process at all levels, from the systemic, institutional macro-level, through the meso-level of curriculum development and management, to the microlevel of classroom interactions where they play a major role in establishing a sense of personal and social identity for the student. Even in science education the study of values in classrooms is not a major focus of research. Data from a previous research project, Values and Mathematics Project (VAMP) has shown that teachers of mathematics are rarely aware of the values associated with teaching mathematics. This paper will report on ideas developed from a more recent research project concerned with values in both mathematics and science education. The comparison of the values between the science and mathematics educators in the project has revealed perceptions of some important differences between the two subjects. It has also helped to clarify the values structure underlying the current project. Finally one can see that, if the data reported here are valid, the differences show that teachers' values in the classroom are shaped to some extent by the values embedded in each subject, as perceived by them. This implies that changing teachers' perceptions and understandings of the subject being taught may well change the values they can emphasise in class. (PsycINFO Database Record (c) 2010 APA, all rights reserved)