Analysis of Instruments Measuring Values of Mathematics Education

AbstractResearch conducted in the affective domain of mathematics education found that affective variables such as attitude, motivation, anxiety, beliefs and values were strongly linked to the quality of teaching and learning of mathematics. Unfortunately values seem to receive the least attention although it is one of the most stable affective domains. This is due to the fact that most people viewed mathematics as value-free, where in fact it has various values related to it. This paper fills in the missing literature on values in mathematics, particularly in the area of values assessment in mathematics education. The literature review indicated the absence of psychometrically based instruments which adopted holistic well defined constructs in mathematics education between the years 1985 and 2012. The five related instruments were reviewed on definitions of constructs and sub-constructs, designs of instruments, theoretical bases, samples, validity and reliability processes. Definitions on constructs and sub-constructs were found to be mainly based on the western education philosophy and the definition by Bishop (1988) is the most referred to and used by researchers from Australia, Turkey, and Taiwan. Four out of five instruments used survey method to measure values in mathematics education. Targeted respondents were found to be mainly the pre-service and in-service primary and secondary mathematics teachers. Only two out of five instruments went through rigorous processes to enhance validity and reliability. This study is an initial step in developing instrument measuring values in mathematics education for the Malaysian education system which is based on faith and religion as stipulated by the National Educational Philosophy which is not aligned with the western culture. The paper proposed the model of instrument which is in line with the Malaysian Educational Development Plan