Teacher-student alignment to develop a valuing pedagogy: A case study of cultural dialogues for mathematical problem-solving

Mei-Shiu Chiu; Derek Holton

doi:10.29333/ejmste/17286

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Mei-Shiu Chiu ¹ ^* , Derek Holton ²

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¹ National Chengchi University, Taipei, TAIWAN² The University of Melbourne, Victoria, AUSTRALIA^* Corresponding Author

Abstract

This study aims to develop effective pedagogies for addressing teacher and student values for mathematical problem-solving or valuing pedagogies (VPs) for mathematics. The aim is achieved by teacher-student alignment. The case study was conducted with a mathematician (the teacher) teaching an educational psychologist (the student) how to solve problems like a mathematician. The teacher taught the student by engaging in problem-solving activities like a one-to-one tutorial, immediately followed by their oral reflections. The formal teaching (including hand-writing) of teacher-student interaction was recorded. Follow-up oral and written dialogues continue between the teacher and the student in the later data analysis and paper process. Qualitative data analysis finds that the process generates three patterns of value alignment: teacher values transmission to students, teacher-student negotiations, and bridging teacher-student gaps by reform with teacher reflection and restructuring of pedagogies. The expert dialogues serve as an innovative methodology for identifying in-depth mechanisms for teacher-student value alignments and effective VPs.

Keywords

mathematical problem-solving
value
pedagogy
value alignment

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 21, Issue 11, 2025, Article No: em2724

https://doi.org/10.29333/ejmste/17286

Publication date: 01 Nov 2025

Online publication date: 15 Oct 2025

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Article Downloads: 9

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How to cite this article

APA

Chiu, M.-S., & Holton, D. (2025). Teacher-student alignment to develop a valuing pedagogy: A case study of cultural dialogues for mathematical problem-solving. Eurasia Journal of Mathematics, Science and Technology Education, 21(11), em2724. https://doi.org/10.29333/ejmste/17286

Vancouver

Chiu MS, Holton D. Teacher-student alignment to develop a valuing pedagogy: A case study of cultural dialogues for mathematical problem-solving. EURASIA J Math Sci Tech Ed. 2025;21(11):em2724. https://doi.org/10.29333/ejmste/17286

AMA

Chiu MS, Holton D. Teacher-student alignment to develop a valuing pedagogy: A case study of cultural dialogues for mathematical problem-solving. EURASIA J Math Sci Tech Ed. 2025;21(11), em2724. https://doi.org/10.29333/ejmste/17286

Chicago

Chiu, Mei-Shiu, and Derek Holton. "Teacher-student alignment to develop a valuing pedagogy: A case study of cultural dialogues for mathematical problem-solving". Eurasia Journal of Mathematics, Science and Technology Education 2025 21 no. 11 (2025): em2724. https://doi.org/10.29333/ejmste/17286

Harvard

Chiu, M.-S., and Holton, D. (2025). Teacher-student alignment to develop a valuing pedagogy: A case study of cultural dialogues for mathematical problem-solving. Eurasia Journal of Mathematics, Science and Technology Education, 21(11), em2724. https://doi.org/10.29333/ejmste/17286

MLA

Chiu, Mei-Shiu et al. "Teacher-student alignment to develop a valuing pedagogy: A case study of cultural dialogues for mathematical problem-solving". Eurasia Journal of Mathematics, Science and Technology Education, vol. 21, no. 11, 2025, em2724. https://doi.org/10.29333/ejmste/17286