Kefahaman Guru Tentang Nilai Matematik

Mathematics is noted for being difficult, boring and “dry” subject. One of the reasons for it being perceived this way is due to the fact that less attention is given to understand and inculcate mathematical values among the students. This paper will highlight findings from a research which studies the understanding of teachers on mathematical values. The research which is descriptive in nature used the qualitative approach on four mathematics secondary school teachers in Selangor and Wilayah Persekutuan. Data was collected using the in-depth interview method several times until it reached the saturation level. Data collected through the interviews was recorded, transcribed verbatimly and analysed using the inductive method. Findings of the research showed that there are three perspectives on teachers’ thinking towards the meaning of mathematical values which are: mathematical values as virtues, mathematical values as intrinsic and mathematical values as being pragmatic in life. This study also shows that the logic and formalism schools of thoughts form the core mathematical beliefs and values of the respondents in the study. The implications of the study is also discussed in this paper.