| dc.contributor.author | Suela, Kacerja | |
| dc.contributor.author | Cyril, Julie | |
| dc.date.accessioned | 2023-02-21T07:45:22Z | |
| dc.date.available | 2023-02-21T07:45:22Z | |
| dc.date.issued | 2023 | |
| dc.identifier.citation | Kacerja, S., & Julie, C. (2023). Values in preservice mathematics teachers’ discussions of the body mass index - A critical perspective. Journal of Mathematical Behavior, 70 doi:10.1016/j.jmathb.2023.101035 | en_US |
| dc.identifier.uri | https//doi.org/:10.1016/j.jmathb.2023.101035 | |
| dc.identifier.uri | http://hdl.handle.net/10566/8447 | |
| dc.description.abstract | This article explores the values that come to the fore when preservice mathematics teachers (PTs) 1 engage in critical discussions about the role of mathematical models in society. The specific model that was discussed was the Body Mass Index (BMI) 2. From the analysis of the PTs’ discussions of the BMI from a mathematical and societal point of view several mathematical and mathematics educational values were identified such as openness, rationalism, progress, reasoning, evaluating, and problematizing the instrumental understanding of mathematics. In addition, critical thinking about mathematics in society as emphasized in curricula in the three countries involved in the study, was identified with four categories of complementary pairs. Knowing the mathematical and mathematics educational values underpinning PTs’ discussions and their connection to critical thinking is important for successfully engaging with the role of mathematics in society. | en_US |
| dc.language.iso | en | en_US |
| dc.subject | Values | en_US |
| dc.subject | Critical thinking | en_US |
| dc.subject | Preservice teachers | en_US |
| dc.subject | Mathematics in society | en_US |
| dc.subject | Critical mathematics education | en_US |
| dc.title | Values in preservice mathematics teachers’ discussions of the Body Mass Index - A critical perspective | en_US |
| dc.type | Article | en_US |
