Abstract
This study investigated students’ views regarding the value of mathematics. It reports on a smaller part of findings from a wider comparative study concerning student values of mathematics and mathematics education that belonged to Turkish students in Turkey, Turkish immigrant students in Germany, and German students in Germany. Students were in Grade 9 (14–15 years old) and the data was gathered through semi-structured interviews, and analyzed using the constant comparative method. The results revealed four major value categories for Turkish (practice, relevance, rationalism, and fun values) and German (relevance, fun, rationalism, and consolidating values) students while there were three major value categories for the immigrant students (relevance, rationalism, and communication).
Highlights
The process of values education occurs within a complex structure of the human interactions -such as learning, personal development, socializing and cognition- through the agencies of traditional customs, norms, and language
We examine and compare mathematics values of students living in different cultures (Turkish students in Turkey, Turkish immigrant students in Germany, and German students in Germany)
The results revealed that there were 9 different value indicators and 4 corresponding values for the Turkish students, 7 different value indicators and 3 corresponding values for the Turkish immigrant students, and 14 different value indicators and 4 corresponding values for the German students
Summary
The process of values education occurs within a complex structure of the human interactions -such as learning, personal development, socializing and cognition- through the agencies of traditional customs, norms, and language. In other words, these interactions occur in the context of culture. There is no consensus about the definition of the concept ‘culture’, often people have a general understanding of what culture is and what it requires In this regard, culture consists of values, beliefs, and concepts that are shared within a society (Venaik and Brewer 2008).
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