Abstract
The purpose of this study is to investigate: what kinds of values do a Taiwanese elementary school teacher present in mathematics teaching? Is there any relationship between these values? What kinds of factors influence these values? First we define the values by Raths, Harmin, and Simon's value clarification theory. The methodologies are classroom observations and interviews. The research sample is a female teacher who has been teaching for 21 years in elementary school. The research results include: (1) According to the research data, Raths et al.'s theory is altered and the operational definition of value is reconstructed. (2) According to the operational definition of value, there are five values that the elementary school teacher presente d. For example, personal efforts and understandings are essential to learning mathematics, the purpose of education is to reinstate students' original enlightenment, and etc. The degree of prizing constructs the relationships of the above five values. (3) The possible factors that influence values include: religion, the reform of curriculum, the values of society, knowledge, personal ability and the sects of religion. Finally, according to the research results, the following suggestions are brought out: f or example, the implication to teacher education that the research sample got in contact with Buddhism, the implication that the influence which brought out by the agreement of Buddhism and new curriculum to the research sample.
| Keywords: | case study; mathematics teaching; values |
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