Abstract:
This study explored the value alignment in mathematics learning between
trainee teachers and their tutors in the colleges of education in Ghana. A
sequential explanatory mixed-methods design was employed to explore the
attributes 34 mathematics tutors and their 1,050 students' value in mathematics
learning. These participants were sampled using purposive and systematic
sampling techniques. The data were collected through the use of questionnaires
and semi-structured focus group interview guides. The data collected were
analysed using descriptive and inferential statistics. The results showed that the
trainee teachers valued understanding, collaboration, strategies, accuracy,
fluency, relevance, mystery and learning technologies; while their mathematics
tutors valued understanding, strategies, mastery, problem-solving and fun. Two
of these attributes valued (understanding and strategies) were observed to be
common for the two groups. It was further revealed that the most prioritised
attribute valued by both trainee teachers and their tutors was understanding.
Moreover, though all the two groups accepted that valuing was an important
component of the trainee teachers' mathematics learning, there was generally
no relationship between the attributes valued by the two groups. Again, it was
found that there was no significant difference in the levels of valuing between
trainee teachers and their tutors on the two common attributes. The reasons for
the observed attributes valued in mathematics learning were provided by both
groups of participants. Finally, the study recommends that though there is an
existing course that introduces trainee teachers to the value concept, there is the
need to pay deeper attention to values in mathematics education by instituting
it as a course on its o'vvn at the colleges of education.
