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The Mathematics Values in Classroom Inventory: Development and Initial

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The Mathematics Values in Classroom Inventory: Development and Initial Malaysian Online Journal of Educational Sciences 2017 (Volume5 - Issue 2 ) The Mathematics Values In Classroom [1] INTEC Education College, Inventory: Development And Initial Shah Alam, Selangor, Malaysia [2] Faculty of Education, University Validation of Malaya Ruzela Tapsir [1], Nik Azis Nik Pa [2] ABSTRACT Value has been identified as an essential aspect towards the quality in mathematics education at various levels of the system, institutional, curriculum, education management, and classroom interactions. However, few studies were focused on values, its development, measurement, and impact in education as compared to other affective aspects such as beliefs, motivation, perceptions, and attitude. In addition, most studies dealt with values developed in Western education setting where the spiritual domain was not considered. This paper detailed the instrument development processes including analysis, design, development, and evaluation phases. Content validity of the 36-item instrument was enhanced by a focus group and panels of experts’ reviews. Construct validity was investigated using reliability measures, item analysis, principal analysis of residuals, rating scale functioning, confirmatory factor analysis, and first order factor analysis. The inventory, three sub-constructs, nine dimensions, and the 36 items have high Cronbach alpha values. Confirmatory factor analysis did not fully support the hypothesised conceptual framework with three sub-constructs and nine dimensions. Suggestions on how to further improve the instrument validity were proposed. The instrument which was theoretically based on faith and belief in God, was the pioneer and significant to the future investigations on values development in mathematics education. Keywords: Instrument development; universal integrated approach; values development, validity. INTRODUCTION Integrating values in the teaching and learning mathematics has not been an easy task for teachers, since it would require for the teachers to know important values to be integrated and how to develop them in classrooms. Currently, the quality of values development and ethics in mathematics education in Malaysia remained at low level and the activities conducted were not exhaustive and not integrated. We were still far from fulfilling the pinnacle of values development which is to produce civilized individuals who would act and behave appropriately according to specific guidelines and able to make righteous decisions in critical situations (Nik Azis, 2014). Literature Review Literature showed that there was little agreement on the conceptions of values as well as its categorization. Conceptualizations of values were normally based on the context of usage, suggesting that a single definition may not suit the many arising situations concerning values. Adding to the complication was the situation where conceptions and constructs were sometimes borrowed from other fields like psychology and sociology while ignoring the basic assumptions of the constructs. Among the popular definitions were: 82 www.moj-es.net Malaysian Online Journal of Educational Sciences 2017 (Volume5 - Issue 2 ) values as ideal culture with the focus on evaluation Rokeach (1973), values from the context of relativism epistemology where man was the authority in evaluating and determining values (Raths, Harmin & Simon, 1966), and values as sociological factors especially on principles and standards used to guide human behaviour (Halsted & Taylor, 2000). Values in mathematics classrooms were often attributed to the earlier socio-cultural definitions constructed by Bishop (1988) where values were considered as deep affective values. The conceptions were mainly developed in the context of the western education culture unlike the definitions proposed by Nik Azis (2009) which took into consideration the metaphysical aspect. There were limited studies in the area of values in mathematics education and its development since value was relatively a new area of research interest as compared to other affective constructs such as beliefs, attitude, motivation, and perceptions (Seah & Bishop, 2000). In addition, teaching mathematics was usually aimed at acquisition of knowledge while providing minimal emphasis on values in mathematics education (Bishop, 1988). Furthermore mathematics had been taught as a subject which was value free by teachers, employers and parents (Bishop, FitzSimons, Seah, 1999). There was also issue on availability of instruments measuring values in mathematics classrooms. Several prominent researchers had attempted to develop tools which could measure values in mathematics education and mathematics as a subject such as: Mathematics Values Instrument (Bishop, 1988), Mathematics Values Scale (Durmus & Bicak, 2006), and Mathematics Education Values Questionnaire (Dede, 2011). Bishop, Clarke, Corrigan and Gunstone (2005) designed an instrument to learn more on teachers’ preferences and practices regarding values in teaching mathematics and sciences. On the other hand, the Teachers’ Beliefs Survey (Beswick, 2005) touched on measure teachers’ consistency with a problem-solving view of mathematics and corresponding views of mathematics teaching and learning. The Mathematics Values Inventory (MVI) focused on mathematics values in terms of the achievement-related choices which focus on students’ beliefs in the area of interest, general utility, need for high achievement, and personal cost (Luttrell, Callen, Allen, Wood, Deeds, & Richard, 2010). Other instruments included instruments developed by Durmus and Bicak (2006) and Dede (2006 & 2009) from Turkey which categorized the values of mathematics and mathematics education into teachers and students centred values. Although instruments had been developed to measure values in mathematics classrooms, they were unsuitable for the Malaysian education purpose as they were designed based on psychological theories which were secular in nature. This was due to the fact that these instruments were developed in western culture which served the western needs where faith and belief in God were separated from daily activities. Furthermore, these instruments were mainly focusing on perceptual studies where the scope were limited in breadth and depth. Conceptual Framework of the Values in Mathematics Classrooms In the context of classroom settings, values in mathematics education were categorized into the universal values, mathematical education values and mathematics values where each one was further represented by several dimensions of values (Nik Azis, 2009). Bishop (1988) suggested that assessment of values was to detect the leading values between two complementary values leading towards balancing of the two complementary values for the sub-constructs. Nik Azis detailed out the work done by Bishop (1988) from the perspective of universal integrated approach by representing the dimensions of the sub-construct in a hierarchal manner. The universal integrated perspective which was based on believing in God referred values as conceptions and beliefs of individuals concerning the importance of something which act as general guides to their behaviours (Nik Azis, 2008, 2014). The conceptions of construct were based on the basic definitions on values and ethics development according to the teaching of Islam which were systematically structured by Syed Muhammad Naquib (1995). The conception follows definition provided by Al-Ghazali (1990) where value was conceptualized as an intellectual discipline, known as adab. It was referred as the appreciation and acknowledgement of the reality that knowledge and human hierarchically were ordered according to certain grades and degree of rank, and of one’s proper place in relation to reality and to one’s physical, intellectual, and spiritual capacities and potentials. 83 www.moj-es.net Malaysian Online Journal of Educational Sciences 2017 (Volume5 - Issue 2 ) In terms of the sub-constructs, values in mathematics classrooms were categorized into universal values, mathematical values, and mathematics values. Universal values which were values contributed towards the formation of a good human with good characteristics while mathematics education values were values related to effective learning and teaching. Mathematics values on the other hand were related to the sources, limitations, and reliability, on the truth of mathematics as one of the discipline in knowledge within a particular culture. Bishop’s work did not include conceptual definition for the universal values. The universal values proposed by Bishop was associated with the norms of an educational institution within a particular society which had a particular culture. Nik Azis (2016) expanded the definition of universal values following the Hierarchy Categories of Values Model in which faith was proposed to be the fundamental values (values as guidance in life), followed by the core (values as necessity in life), main (values portraying oneself) and development (self-development values). The mathematics education values were divided into the values in teaching and learning. Teaching was categorized into teach for higher mathematics, teach for functionality, teach to generate knowledge, and teach to internalize knowledge. Values for learning included learning for mastering skills, learning for processing information, learning for construction of knowledge, and learning for obtaining knowledge. The mathematics values were being categorized as ideological, sentimental, and sociological aspects.
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