Exploring teachers’ values and valuing process in school-based lesson study: A Brunei Darussalam case study

Abstract

In recent years, there is an interest of studies emphasising on the importance of values in mathematics education (Bishop 1999; Macnab 2000; Pa 2009). This study focuses on teachers’ values and valuing process within the context of lesson study in school settings. By aligning the lesson study process with Raths et al. (1987) valuing process framework and Bishop’s framework of mathematical values of teachers (1988), this study provides a platform for the valuing process to emerge, and this may help to articulate teachers’ values in mathematics teaching. This study found that the lesson study processes enabled the value indicators to be observed and studied at three different levels in the curriculum, namely; intended, implemented and attained. By studying the value indicators closely, it was discovered that the teachers’ values may get affected by the bilingual context in the mathematics classroom of Brunei, which were also affecting teachers’ instructional practices.