Conveying different types of values via...

The purpose of thispaper is to analyse possibilities of including and conveying a variety ofvalues in teaching mathematics through tasks in terms of their openness. In thefirst part of the introduction we present the theoretical ideas about values inmathematics education by Bishop and Lim & Ernest. The second part ofintroduction sets out the reasons why an emphasis on values seems advisable. Mathematicsis not commonly associated with a variety of values. However, for mathematicaleducation an orientation towards societal demands appear relevant. Scholarslike Skovsmose and Fischer alike demanded the development of a reflectingability. Some national state curricula depict some of the societal demands bycalling for an orientation towards general values for all school subjects, butin this we see discrepancies to practiced teaching. The section “Tasks andValues” relates to justifying why tasks appear to be a useful means ofinfluencing mathematics education. Several scholars have already investigatedthe possibilities of different task-types for teaching values. Here we connectthis purpose to tasks characterized by their varying openness. As teachers areessential to unfold the potential of tasks, the present analysis is intendentto give them concrete ideas for mediating values in mathematics classes. In themain part we analyse traditional tasks from ancient textbooks, with experiencesin Armenian classes, as well as an open task with experiences of Austrian studentsin partner work. The discussed tasks provide opportunities for mathematicalvalues like control, openness and for epistemological values as well as for moregeneral values like self-confidence, mutual respect, justice and mathematicseducational values like accuracy and consistency. In conclusion, theencouragement towards discussions among and with the students during the solvingprocess of the task appears to be essential. Our experiences show that studentsmainly react positively towards such discussing activities. This could be amotivation for teachers to take up this issue besides of idealistic reasons.