Abstract
We consider the space of values to which students are exposed through teacher utterances in relation to the tasks provided and the nature of the interactions between with students. We restrict attention to values associated with care for mathematics and care for students because there are endemic tensions both in and between these. We are concerned here only with what is available for students to detect and internalise, not what is actually internalised. We illustrate the notion of a space of values by considering the behaviour of one teacher, selected from a group of previously studied teachers (Skilling, 2013), all of whom were recognised for maintaining a high degree of engagement of their students.
| Original language | English |
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| Title of host publication | .), Development of Mathematics Teaching: Design, Scale, Effects. Proceedings from MADIF9: The Ninth Swedish Mathematics Education Research Seminar, Umeå, |
| Place of Publication | Linköping: SMDF |
| Pages | 137-147 |
| Number of pages | 10 |
| Publication status | Published - 4 Feb 2014 |