A study of espoused values in Hong Kong’s mathematics classrooms

摘要

This paper explores the values espoused by both teachers and students in Hong Kong’s mathematics classrooms. Three secondary schools were selected as cases for investigation. Social interaction in the classroom as a source of continual negotiation between teachers and students is explored so that their espoused values can be interpreted by means of Curtler’s definitional framework and identified by triangulating the analyses of the various data sources, including teachers’ journals, classroom field notes, lesson transcriptions, and stimulus-recalled interviews. This paper forms part of a wider investigation into effective mathematics classrooms, with a particular focus on how values are embodied in the processes of teaching and learning.