Rahimah, Dewi and Barbara , Clarke
(2015)
*THE ANALYSIS OF MATHEMATICAL VALUES IN YEAR 7 VICTORIAN MATHEMATICS TEXTBOOKS.*
In: The 2015 International Seminar On Education, 16-18 January 2015, Grage Horizon Hotel, Bengkulu, Indonesia.

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Dewi Rahimah - Proceeding The 2015 International Seminar on Education.pdf - Bibliography Restricted to Registered users only Available under License Creative Commons GNU GPL (Software). Download (12MB) |

## Abstract

The purposes of this research are to examine the mathematical values in the curriculum applied in a Victoria, to identify how the mathematical values are presented in a Victorian textbook, and to investigate how the mathematical values presented in the Victorian textbook reflects the curriculum emphases applied in Victoria. This research use qualitative research approach and its data analysis applies textual analysis approach, content analysis method, framework for analysis, and coding. This study concludes (1) The mathematical values in the curriculum applied in Victoria are rationalism, objectism, control, progress, openness, and mystery; (2) In the Victorian textbook, the dominant mathematical values are objectism over rationalism, control over progress, and mystery over openness. The mathematical value of rationalism is mainly represented by the use of context --- nil, and its complementary value, objectism, is mostly presented by symbolisation adopted in texts. The mathematical value of control in the Victorian textbook is most frequently presented by the value signal use of imperatives and progress, as its complementary value, is mostly represented by the value signal example of mathematics contributing to societal progress. Predominantly, the mathematical value of openness is represented by interpersonal distance --- use of pronoun “you” and related forms and its complementary value, mystery, is mainly conveyed through presenting the value signal use of specialist vocabulary; (3) In the Victorian textbook, objectism values dominate the ideological components and the value signal symbolisation adopted, dominates the objectism values. This supports the Victorian curriculum which stresses the use of symbols. Rationalism, control, openness, and mystery values which frequently appear in the Victorian textbook are in line with the Victorian curriculum which emphasizes these values, even though rationalism is presented not as often as objectism, and openness values are presented much less frequently than mystery as the complementary pair. However, progress values, which are also underlined in the Victorian curriculum, do not often appear frequently in the Victorian textbooks.

Item Type: | Conference or Workshop Item (Paper) |
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Subjects: | Q Science > Q Science (General) |

Divisions: | Faculty of Math & Natural Science > Department of Math Science |

Depositing User: | 021 Nanik Rachmawati |

Date Deposited: | 20 Mar 2015 09:23 |

Last Modified: | 20 Mar 2015 09:23 |

URI: | http://repository.unib.ac.id/id/eprint/10625 |

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