Making mathematics-related values visible in a classroom: student-generated creative artefacts as a value-negotiation space
Mathematics Education Research Journal, 2026 (ESCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Basım Tarihi: 2026
- Doi Numarası: 10.1007/s13394-026-00619-7
- Dergi Adı: Mathematics Education Research Journal
- Derginin Tarandığı İndeksler: Emerging Sources Citation Index (ESCI), Scopus, IBZ Online, Agricultural & Environmental Science Database, EBSCO Education Source, Education Abstracts, ERIC (Education Resources Information Center), Social Science Premium Collection (ProQuest), Education Collection (ProQuest), Education Source Ultimate (EBSCO), Materials Science & Engineering Collection (ProQuest), Technology Collection (ProQuest)
- Anahtar Kelimeler: Classroom value-negotiation space, Creative artefacts, Mathematics-related values, Qualitative case study, Sociomathematical norms
- Gazi Üniversitesi Adresli: Evet
Özet
Understanding mathematics-related values requires attention not only to what students report but also to how valuing is expressed in classroom activities. This qualitative case study examines how structured creative tasks served as a classroom value-negotiation space in one Grade 6 mathematics classroom in Türkiye. The data consisted of 20 group-produced creative artefacts—stories, posters, rhymes, and games—developed by 22 students during mathematics lessons. Thematic analysis, informed by mathematics values research and close engagement with the artefact data, identified five forms of mathematics-related valuing: Rationalism (reasoning, accuracy, and testing), Objectism (externalising mathematical ideas through objects, symbols, and representations), Connection (links with daily life, mathematical concepts, and other disciplines), Emotion (affective engagement with mathematics), and Effective Working (systematic and rule-based ways of working). The findings show how these values were articulated through groups’ choices of contexts, representations, visual and narrative forms, rules, and task structures. They are not interpreted as direct evidence of individual students’ fixed values, but as task-mediated and context-shaped expressions within a shared classroom environment. The study positions creative artefacts as a complementary methodological resource for examining how mathematics-related values are negotiated and made visible in multimodal classroom activity.