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Findings identify two approaches to increase learners’ awareness of mathematics’ humanness: reframing teaching and learning as processes of valuing, and recognizing mathematicians’ mentoring role while transmitting messages about the discipline.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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\nThe University of Melbourne  \nQiaoping Zhang (张侨平)  \nThe Education University of Hong Kong  \nAlan J. Bishop  \nMonash University  \nECNU Review of Education 2021, Vol. 4(2) 230–240 ª The Author(s) 2021 Article reuse guidelines:  \n[sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/2096531120932173](DOI: 10.1177/2096531120932173)[ ](DOI: 10.1177/2096531120932173)[journals.sagepub.com/home/roe](journals.sagepub.com/home/roe)  \nAbstract  \nPurpose: This article identifies an issue in mathematics education, that is, the perceived lack of emphasis in recent times of the roles that the “person” plays in the development of mathematics. The purpose is to examine how values/valuing might contribute to addressing the issue. Design/Approach/Methods: “Data” were collected from several purposeful conversations among the three authors. The conversations were audio-recorded and machine-transcribed. The transcript was then subjected to content analysis to identify themes.  \nFindings: The data analysis yielded two novel approaches to raising learners’ awareness of the humanness of mathematics. One would be to reframe the values that are operationalized when mathematics is taught and learnt, as processes of valuing which teachers and students engage in, respectively. The second approach would be to acknowledge that writers of mathematics/ mathematicians are not simply presenting knowledge but are also acting as mentors conveying and transmitting messages about the discipline.  \nCorresponding author:  \nQiaoping Zhang, Department of Mathematics and Information Technology, The Education University of Hong Kong, D3-1-49, 10 Lo Ping Road, New Territories, Hong Kong SAR, China.  \nEmail: zqiaoping@eduhk.hk  \nCreative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative  \nCommons Attribution-NonCommercial 4.0 License ([https://creativecommons.org/licenses/by-nc/4.0/](https://creativecommons.org/licenses/by-nc/4.0/)) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages ([https://us.sagepub.com/en-us/nam/open-access-at-sage](https://us.sagepub.com/en-us/nam/open-access-at-sage)).  \nOriginality/Value: The involvement of the “person” in the development of mathematics is not new knowledge, though it can be made more visible in mathematics education. This article identifies two approaches—valuing and mentoring—which are novel in that they are already part of the pedagogical process and thus, accessible.  \nKeywords  \nMathematics, mentoring, values, valuing  \nDate received: 23 March 2020; accepted: 15 May 2020  \nAs a school subject, mathematics is often perceived as the study of “something out there”(e.g., quadratic curves, congruent triangles) and of concepts and skills such as factorization and probability. This message is further reinforced when applications of mathematics are presented at a surface level, although there have been increased efforts more recently to feature the human doer in applications scenarios in mathematics textbooks and lessons. Nevertheless, school mathematics continues to be seen by many in ways which set it apart from other subjects such as geography, history, and literature, where there are opportunities from students to learn about what, why, and how humans do what they do.  \nYet, we know that mathematical themes such as counting and measuring are as much a form of social activity/construction as migration and wars which we encounter in other school subjects. Just like there are different reasons for and phases of human migration, and various stimuli for and ways of waging wars, there are different cultural needs for and methods of counting and measuring. That we take for g","cbCaivTmlfP5uBjT","https://ap.wps.com/l/cbCaivTmlfP5uBjT","pdf",224652,11,"English","# Abstract\n## Purpose\n## Design/Approach/Methods\n## Findings\n## Keywords\n# Main Discussion\n## Mathematics as human endeavor\n## Values and valuing\n## Mentoring and learner awareness","[{\"question\":\"What problem in mathematics education does the article identify?\",\"answer\":\"It addresses the perceived lack of emphasis, in recent times, on the roles the “person” plays in the development of mathematics.\"},{\"question\":\"How were the data and themes generated for the study?\",\"answer\":\"The authors conducted purposeful conversations among the three authors, then audio-recorded and machine-transcribed the transcripts and used content analysis to identify themes.\"},{\"question\":\"What two novel approaches does the article propose to raise awareness of mathematics’ humanness?\",\"answer\":\"It proposes reframing values operationalized in teaching and learning as processes of valuing, and recognizing that writers/mathematicians mentor by conveying messages about the discipline.\"}]","Mentors Expressing What They Value Through Their Writings - Emphasizing the Person in Mathematics | PDF",1792092151,28]