Task Selection and Implementation: An Account of Mathematics Teachers’ Values

Abstract

Students achieve the goals of learning mathematics through carefully chosen, organized, and implemented tasks. This study examined teachers' arguments as reflections of their values regarding task selection and implementation. Specifically, it aimed to explore teachers' values in selecting mathematical tasks and how they carried out these tasks. Valsiner's Zone theory was employed as a theoretical framework to guide the research from a sociocultural perspective. To fulfil the research objectives, various qualitative data were collected and analyzed through instrumental case studies, primarily consisting of value clarification interviews and observations. Narratives from the interviews and observations were analyzed using the constant comparison method. The findings revealed that teachers have had distinct approaches when it comes to selecting and implementing mathematical tasks. One of the teachers in the study prioritized conceptual comprehension and emphasized the interconnectedness of mathematical concepts over procedural fluency. Conversely, another teacher focused on student engagement, participation, and practical application of mathematics, promoting active discussions, group work, and critical thinking among students. Therefore, the study underscored the significance of teachers clarifying their values to effectively teach mathematics and enhance student comprehension within the Ethiopian educational framework.