Integrating Values in Mathematics: Strategies, Challenges, and a Framework for Junior and Senior High School

Abstract

Background and Aim: Integrating values in mathematics education enhances students’ cognitive, ethical, and social development, yet remains underexamined in structured curricula. Grounded in sociocultural learning theory and values-based mathematics education, this study investigates how junior and senior high school mathematics teachers integrate values, specifically perseverance, honesty, and collaboration, into their instruction. It further examines their challenges and the institutional supports available and proposes a framework to strengthen values integration.

Materials and Methods: Employing a qualitative multiple-case study design, this research engaged eight experienced mathematics teachers from Saint Columban College with values-based teaching backgrounds. Data were collected through semi-structured interviews, classroom observations, and document analysis. Thematic coding was conducted using NVivo software, with triangulation, intercoder reliability (Cohen’s Kappa = 0.81), and member checking, to ensure data trustworthiness. Ethical procedures included IRB approval, informed consent, and participant confidentiality.

Results: Three major themes emerged: (1) Values Integration, the most frequently emphasized values were perseverance (88%), honesty (75%), and collaboration (62%); (2) Challenges teachers cited the lack of structured frameworks (87%), students’ perceptions of mathematics as value-neutral (75%), and rigid curricula (69%) as key barriers; and (3) Strategies practical approaches included contextualized learning (69%), ethical problem-based tasks (63%), and teacher role-modeling (100%). Institutional mechanisms such as professional learning communities provided critical support.

Conclusion: The findings underscore the need for systemic reforms, particularly in teacher training, curriculum design, and institutional policy, to support values integration in mathematics. By promoting ethical reasoning and culturally responsive teaching, mathematics can be reframed as a discipline that cultivates intellectual rigor and moral insight. Although limited by sample size and institutional scope, the study offers a foundational framework for scaling values integration across diverse educational settings.