Abstract
This article reports on a scoping study conducted in Australia and Sweden to facilitate the understanding of the values that are associated with effective learning of mathematics in Asian classrooms. Nineteen ‘Western’ values have been identified, of which three (explanation, sharing and fun) were commonly embraced in the two countries. It is also evident that traits that are valued can be and are demonstrated in different forms. The implications for improving mathematics education through the harnessing of values are discussed. The distinction made between what is valued and the forms the value can take should empower classroom teachers to incorporate values flexibly in different classroom contexts.
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