Teachers' preferences and practices regarding values in teaching mathematics and science

Abstract

Values are a key component of any teaching situation, yet they are rarely addressed explicitly in mathematics lessons, in comparison with values in science education. In this report, data are presented from a research study into teachers’ value preferences and their teaching practice preferences in both mathematics and science. A volunteer group of primary and secondary teachers participated in the questionnaire-based study which revealed some significant differences between both levels of teaching and also the subjects taught.