Valuing Diversity in Mathematics Pedagogy Through the Volitional Nature and Alignment of Values

Abstract

More than ever before, teachers need to value the cultural diversity amongst their students and to value the diversity of mathematical ideas their students bring with them to class. In this chapter, we emphasise the need for the valuing of diversity in ways which are inclusive and empowering to both teachers and their students. Yet, this is not about embracing the diverse perspectives and ideas all at the same time. Given the volitional nature of values and valuing, we acknowledge that mathematics classroom interactions represent sites of contestation and conflicts. We draw on available data to illustrate how teachers can value diversity meaningfully through a process called values alignment..