Values in mathematics classroom held by pre-service teachers

• Published in: AIP Conference Proceedings
• Main Author: Osman R.; Ayub H.; Ilias M.R.; Badaruddin Z.; Mazhaimi M.I.C.
• Format: Conference paper
• Language: English
• Published: American Institute of Physics Inc. 2024
• Online Access: https://www.scopus.com/inward/record.uri?eid=2-s2.0-85182569491&doi=10.1063%2f5.0171701&partnerID=40&md5=a1ea3c4be03fe40e2c845535426677a9

Mathematics is commonly regarded as a value-free field, as value is taught implicitly rather than explicitly in mathematics classes. The purpose of this study was to investigate the values in the mathematics classrooms held by pre-service teachers. This study specifically focuses on pre-service teachers' understanding of the value of general education, the value of mathematics education, and the value of mathematics. The study used an online Google Form questionnaire that was distributed to participants via WhatsApp. The participants were 55 students from semester eight and four students from semester seven of Bachelor of Science in Education for Mathematics at a local university in Selangor. The participants were chosen using a convenient sampling technique, which helps to overcome many of the limitations of research. Due to the categorical or ordinal nature of the data collected and the lack of continuous data, the analysis was based on descriptive statistics, specifically comparing percentages of the responses. Following of general value in the mathematics classroom, most pre-service teachers are always willing to pay attention in mathematics class based on their trust and belief in the Creator. In terms of mathematics educational value, the pre-service teachers prioritize the appreciation of knowledge in mathematics classrooms and always prioritize mastering skills in learning mathematics. © 2024 Author(s).