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• W290759597 abstract "Abstract Values education is crucial since it is one of the factors to reach success in education in broader sense and in mathematics education in particular sense. It is also important for educating next generations of societies. However, previous research showed that expected importance for values education was not given in Mathematics courses. In a few studies, it was identified that discussion-based approaches, problem solving strategies and cooperative learning environments made contribution to values education. It can thus be considered that modeling activities in which school students study cooperatively in small groups, find solutions to daily-life problems using mathematics and share these solutions with their counterparts would be useful. Therefore, in this study, it was aimed to determine the processes in detail which will contribute to the teaching of general educational values, values and mathematics education values emerging during the experiences which students gain while working with modeling activities. 58 school students at Grades 6 and 7 constituted the sample of the present study. It was used eight modeling activities through one semester. The classroom observations, video records and students' written documents were investigated using descriptive analysis. As a result, it was argued that modeling activities include very rich settings that would contribute to the development not only of general educational values but also of values and education values. Key Words Values, Values Education, Values In Mathematics Education, Mathematical Values, Mathematical Modeling Activities. Values are significant for societies in order to maintain their existence and togetherness, the establishment of peace and trust within the society, thus the development of the society in every aspect. As Yazici (2006) mentions, an understanding which advocates development of only cognitive and psycho-motor skills in students will prevent the members of the society from acquiring values. Therefore, the maintenance of social integrity and the determination of common objectives will become complicated, even impossible. On the same grounds, Kohlberg (1981) postulates that one of the primary functions of the school is to carry on some of the social values. Values education should not be restricted to certain courses. It is crucial to make use of every opportunity for values education (Arizona Department of Education Institute [ADE], 1993). However, research has demonstrated that (Bishop, Clarkson, FitzSimons, & Seah 2000; Bishop, FitzSimons, Seah, & Clarkson, 1999; Clarkson, FitzSimons, Bishop, & Seah, 2000; Seah & Bishop, 2000) in the field of mathematics education, values do not receive enough attention. As a matter of fact, Matthews (2001) argues that values which are viewed as mediators and precursors of behaviors have a direct effect on the learning behavior. Organization for Economic Development and Cooperation / International Student Evaluation Program for International Student Assessment [OECD/PISA] (2003) defines mathematical literacy as an individual's capacity to identify and understand the role that mathematics plays in the world, to make well-founded judgments and to use and engage with mathematics in ways that meet the needs of that individual's life as a constructive, concerned and reflective citizen. Education which centers on values promotes optimism in students, helps them realize themselves as an individual and claim social responsibility (Department of Education, Science and Training [DEST], 2003). Hence, it can be argued that values should be given consideration for a successful mathematics education. Nevertheless, traditionally the focus is directed towards academic success in schools whereas the individual's social and personal development is not given enough consideration (Acikgoz, 2003). …" @default.
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• W290759597 title "Mathematical Modeling Activities as a Useful Tool for Values Education." @default.
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