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Values in Mathematics and Science Education Publications

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Publications and useful links on values in mathematics education, and related topics

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Related publications on values teaching

(Listed in alphabetical order of first author)

  • Bishop, A. J., Seah, W. T., & Chin, C. (2003). Values in mathematics teaching: The hidden persuaders? In A. J. Bishop, K. Clements, C. Keitel, J. Kilpatrick & F. Leong (Eds.), International handbook of mathematics education (2nd ed., pp. 715-763). Dordrecht, The Netherlands: Kluwer Academic Publishers.
  • Bishop, A. J. (2000, July 31-August 6). Overcoming obstacles to the democratisation of mathematics education. Regular lecture presented at the Ninth International Congress on Mathematics Education, Makuhari, Japan.
  • Brown, R. (2001, September 13-15). Educational values and summative assessment: A view across three educational systems. Paper presented at the British Educational Research Association 2001 Annual Conference, Leeds, UK.
  • Cao, Z. J., Seah, W. T., & Bishop, A. J. (2002). A comparison of mathematical values conveyed in mathematics textbooks in China and Australia, Pre-conference proceedings of the ICMI Comparative Study Conference 2002 Hong Kong (pp. 201-206). Hong Kong: The University of Hong Kong.
  • Chang, C.-K. (2001). The Taiwanese teachers' beliefs and values in mathematics education. In M. v. d. Heuvel-Panhuizen (Ed.), Proceedings of the 25th Conference of the International Group for the Psychology of Mathematics Education (Vol. 1, pp. 295). Utrecht, The Netherlands: Freudenthal Institute.
  • Chin, C., Leu, Y.-C., & Lin, F.-L. (2001). Pedagogical values, mathematics teaching, and teacher education: Case studies of two experienced teachers. In F.-L. Lin & T. J. Cooney (Eds.), Making sense of mathematics teacher education (pp. 247-269). Dordrecht, The Netherlands: Kluwer Academic Publishers.
  • Chin, C., & Lin, F.-L. (2001). Value-loaded activities in mathematics classroom. In M. v. d. Heuvel-Panhuizen (Ed.), Proceedings of the 25th Conference of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 249-256). Utrecht, The Netherlands: Freudenthal Institute.
  • Chin, C., & Lin, F.-L. (2000, August 9-14). Values and values statement emerged in students'   preferences on test items: A case study from mathematical induction. Paper presented at the History and Pedagogy of Mathematics 2000 Conference, Taipei, Taiwan.
  • FitzSimons, G. E. (1999). Values, vocational education and mathematics: Linking research with practice. In Changing practice through research: Changing research through practice. Proceedings of the 7th Annual International Conference on Post-Compulsory Education and Training (Vol. 3), (pp. 11-21). Brisbane: Centre for Learning and Work Research, Griffith University.
  • Leu, Y.-C., & Wu, C.-J. (2001). Mathematics pedagogical value system centering on mathematics knowledge acquisition in elementary school. In M. v. d. Heuvel-Panhuizen (Ed.), Proceedings of the 25th Conference of the International Group for the Psychology of Mathematics Education (Vol. 1, pp. 336). Utrecht, The Netherlands: Freudenthal Institute.
  • Lim, C. S., & Ernest, P. (1997). Values in mathematics education: What is planned and what is espoused?, Proceedings of the Day Conference held at University of Nottingham, 1 March 1997 (pp. 37-44): British Society for Research into Learning Mathematics. 
  • Schlöglmann, W. (2001). Affect and cognition: Two inseparable components of mathematics learning. In M. v. d. Heuvel-Panhuizen (Ed.), Proceedings of the 25th Conference of the International Group for the Psychology of Mathematics Education (Vol. 1, pp. 366). Utrecht, The Netherlands: Freudenthal Institute.
  • Schlöglmann, W. (2001, June 8-12). Affect and cognition: Two poles of a learning process. Paper presented at the 3rd Nordic Conference on Mathematics Education, Kristianstad, Sweden.
  • Seah, W. T. (2003). Teachers' struggle to negotiate value differences in the mathematics classroom. In L. Bragg, C. Campbell, G. Herbert & J. Mousley (Eds.), Mathematics Education Research: Innovation, Networking, Opportunity: Proceedings of the twenty-sixth annual conference of the Mathematics Education Research Group of Australasia held at Deakin University, Geelong, 6th-10th July 2003 (Vol. 2, pp. 602-609). Melbourne, Australia: Deakin University.
  • Seah, W. T. (2002). Exploring teacher clarification of values relating to mathematics education. In C. Vale & J. Roumeliotis & J. Horwood (Eds.), Valuing mathematics in society (pp. 93-104). Brunswick, Australia: Mathematical Association of Victoria.
  • Seah, W. T. (2002). The perception of, and interaction with, value differences by immigrant teachers of mathematics in two Australian secondary classrooms. Journal of Intercultural Studies, 23, 189-210.
  • Seah, W. T. (2000). What [values] the mathematics textbook also teaches. Vinculum, 37(3), 24.
  • Seah, W. T., & Bishop, A. (2003). Values, mathematics and society: Making the connections. Prime Number, 18(3), 4-9.
  • Seah, W. T., & Bishop, A. J. (2001, December 2-6). Crossing cultural borders: The negotiation of value conflicts by migrant teachers of mathematics in Australia. Paper presented at the 2001 Annual Conference of the Australian Association for Research in Education, Fremantle, Australia.
  • Seah, W. T., & Bishop, A. (2001). Teaching more than numeracy: The socialisation experience of a migrant teacher. In J. Bobis & B. Perry & M. Mitchelmore (Eds.), Numeracy and beyond: Proceedings of the twenty-fourth annual conference of the Mathematics Education Research Group of Australasia Incorporated held at the University of Sydney, 30 June - 4 July, 2001 (Vol. 2, pp. 442-450). Turramurra, Australia: Mathematics Education Research Group of Australasia Incorporated.
  • Seah, W. T., & Bishop, A. J. (2002). East in West: Trip for the body, expedition for the soul, Pre-conference proceedings of the ICMI Comparative Study Conference 2002 Hong Kong (pp. 159-165). Hong Kong: The University of Hong Kong.
  • Seah, W. T., & Bishop, A. J. (2000). Researching values with migrant/expatriate teachers of mathematics. In J. Wakefield (Ed.), Mathematics: Shaping the future (pp. 348-355). Melbourne, Australia: The Mathematical Association of Victoria.
  • Seah, W. T., & Bishop, A. J. (2000, April 24-28). Values in mathematics textbooks: A view through two Australasian regions. Paper presented at the 81st Annual Meeting of the American Educational Research Association, New Orleans, LA. (ERIC Document Reproduction Service No. ED 440 870).
  • Seah, W. T., & Bishop, A. J. (1999). Realizing a mathematics education for nation-building in Southeast Asia in the new millennium [CD-ROM]. In S. P. Loo (Ed.), Proceedings of the MERA-ERA Joint Conference 1999 (Vol. 3, pp. 1241-1249). Malaysia and Singapore: Malaysian Educational Research Association and Educational Research Association Singapore.
  • Seah, W. T., & Bishop, A. J. (2002, April 1-5). Researching for validity and value: The negotiation of cultural value conflicts by immigrant teachers in Australia. Paper presented at the 83rd Annual Meeting of the American Educational Research Association, New Orleans, LA.
  • Skott, J. (2001, June 8-12). Why belief research raises the right question but provides the wrong type of answer. Paper presented at the 3rd Nordic Conference on Mathematics Education, Kristianstad, Sweden.
  • Veugelers, W., & Kat, E. d. (1999). Moral development at home and at school: Division of moral tasks between parents and teachers in secondary school. Paper presented at the 80th Annual Meeting of the American Educational Research Association, Montreal, Canada.
  • Veugelers, W., & Kat, E. d. (2000, April 24-28). The teacher as a moral educator in secondary education: The student perspective. Paper presented at the 81st Annual Meeting of the American Educational Research Association, New Orleans, LA.
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Publications and useful links on values in science education,

  • Aikenhead, G.S. 1990. Consequences to learning science through STS: A research perspective. A paper presented to the British Council's "Science, Technology and Society Education" course, Department of Education Studies, Oxford University , September.
  • Aikenhead, G.S., 1991. The development of the "experienced" curriculum through deliberations with students. A paper presented at the annual meeting of National Association of Research in Science Teaching, Lake Geneva, Wisconsin , April.
  • Aikenhead, G. S., Fleming,R.W., & Ryan,A.G., 1987. High school graduates' beliefs about Science-Technology-Society: III- Characteristics and limitations of scientific knowledge. Science Education, 71 (4), 459-487
  • Aikenhead, G.S., 1980. Science in Social Issues: Implications for Teaching. A Discussion Paper. Science Council of Canada , Ottowa.
  • Bybee, R.W., 1985. The Sisyphean question in science education: what should the scientifically and technologically literate person, know, value and do - as a citizen? In Bybee, R.W. (Ed). Science-technology-society, 1985 NSTA Yearbook. National Science teachers Association, Washington, DC, 79-93.
  • Driver, R. (1973). The pupil as scientist? Milton Keynes , U.K. : Open University Press.
  • Eijkelhof, H. & Kortland, K. (1988). Broadening the aims of physics education. In P. Fensham (Ed.) Development and dilemmas in science education . London : Falmer.
  • Fensham, P. (1982). Heads, hearts and hands - Future alternatives for science education. Australian Science Teachers Journal , 27 (1), pp 53-60.
  • Fensham, P. (1992). Science and technology. In P. Jackson (Ed.), Handbook of research on curriculum . New York : Macmillan.
  • Fleming, R. 1987. High school graduates' beliefs about Science-technology-Society: II- The interaction among science, technology and society. Science Education, 71 (2), 163-186.
  • Gunstone, R.F., Loughran, J.J., Berry , A. & Mulhall, P. (1999, April). Inquiry in science classes - do we know "how, when and why"? Paper given at the meeting of the American Educational Research Association, Montreal .
  • Gunstone, R.F. (2001, August). Physics education past, present and future - An interpretation through cultural contexts . 2001 International Conference on Physics Education in Cultural Contexts, Cheongwon , Korea .
  • Gunstone, R.F. & White, R.T. (1998). Teachers' attitudes about physics classroom practice. In A. Tiberghien, E.L. Jossem & J. Barojas (eds) Connecting research in physics education with teacher education.
  • Gunstone, R.F. (1997, September). The importance of the contextual dimension to Physics in Years 11 and 12 . Presented at the NSW Board of Studies Science Symposium, Sydney .
  • Hart, C. (1998). Addressing participation and the quality of learning through curriculum change: Some lessons from the experience of VCE physics. Australian Educational Researcher , 25 (2), pp 19-37.
  • Hart, C. (1995). The story of a curriculum document for school physics . Unpublished Ph D thesis, Faculty of Education, Monash University .
  • Hart, C., Mulhall, P., Berry , M., Loughran, J. & Gunstone, R. (2000). What is the purpose of this prac? or Can students learn something from doing experiments? Journal of Research in Science Teaching 37 , 655-675.
  • Lederman, N.G. 1986. Students' and teachers' understanding of the nature of science: A reassessment. School Science and Mathematics, 86 (2), February, 91-99.
  • Malcolm, C. (1987). The science framework P-10: Science for every child . Melbourne , Australia : Ministry of Education.
  • Millar, R. & Osborne, J. (1998). Beyond 2000: Science education for the future (Report of a seminar series sponsored by the Nuffield Foundation). London : King's College, School of Education .
  • Roberts, D. (1982). Developing the concept of "curriculum emphases" in science education. Science Education , 66 , 243-260.
  • Millar, R. (1991). A means to an end: The role of processes in science education. In B.E. Woolnough (Ed.), Practical science. Milton Keynes , U.K. : Open University Press.
  • Millar, R., & Driver, R. (1987). Beyond processes. Studies in Science Education, 14, 109 - 118.
  • Ryan, A. 1987. High-school graduates' beliefs about science, technology and society. IV- The characteristics of scientists. Science Education, 71 (4), 489-510.
  • Solomon, J., 1987. Social influences on the construction of pupil's understanding of science. Studies in Science Education, 14, 63-82.
  • Zoller, U., Donn, S., Wild, R., & Beckett, P. 1991. Students' versus their teachers' beliefs abd positions on science/technology/society orientated issues. International Journal of Science Education, 13 (1), 25-36
  • A Christian science website (NOT Christian Scientist!) which includes writings from Bill Coburn, a prominent US scholar in values and science and science education
  • eric listing of journals (sci ed and maths ed) - surprising number have titles that suggest explicit values and values concerns
  • House of Lords: Science and Technology Third Report
  • Journal of Women and Minorities in Science and Engineering
  • National Centre ( USA ) for Case Study Teaching in Science
  • National Science Ed Standards ( USA ) (no website yet for Aust standards, but will be soon)
  • Nat Sci Teachers Assoc ( USA ) position statements
  • Sci Ed Institute of Dept of Sci and Technology in Philippines
  • Texas Science Ed Leadership Assoc - includes concerns with culturally diverse students and culturally relevant science
  • Why teach bioethics in the classroom
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