The Infl uences of Teacher Valuing on the Development of Student Valuing in Mathematics Education (2): Consideration on Values Alignment Strategies of Mathematics Teachers

Abstract

　　The purpose of this paper is to summarize the findings of previous studies on mathematics teachers’ values alignment strategies and to develop a framework for future analysis of the strategies.  As a result, I proposed a 3×3 matrix for the classification of mathematics teachers’ values alignment strategies, in which the treatment of teachers’ and students’ valuing is positioned as two dimensions.  In addition, the position of the strategies proposed so far in the matrix and the possibility of deriving new strategies were also discussed.  

　　As for the future tasks, first of all, the values alignment strategies of Japanese mathematics teachers should be clarified.  Next, the relationship between teachers’ values alignment strategies and students’ valuing formation is one of the issues to be addressed.  The content of the valuing in the values alignment should also be examined.  In the future, we would like to examine whether it is possible to acquire new valuing by leaving it only to teachers and students concerned, and what is the necessity of external intervention.